If you’re returning to work after parental leave, you’ll need to sort childcare for your little one.
We’ve made a list of childcare choices to help you start your search.
What is a day nursery?
Day nurseries care for children from birth to five years old, though the exact ages may vary. For example, not all nurseries will have the facilities to care for newborns.
Nursery staff are trained to create a safe and stimulating environment. Children are usually grouped by age, so your child will join in with activities suitable for them. They’ll be given a keyworker, who is responsible for keeping you up to date on how your child’s getting on.
Nurseries must meet certain national standards and teach a curriculum designed for young children. This means there’s a structure for your child’s learning and care.
Day nurseries must be registered with and inspected by the appropriate authority for their country:
England: Ofsted (Office for Standards in Education, Children’s Services and Skills)
Scotland: Care Inspectorate
Wales: Estyn (HM Inspectorate for Education and Training in Wales)
Northern Ireland: Early Years Teams within Health and Social Care (HSC) Trusts
Many day nurseries are open from 7am to 7pm, for parents with a long working day or commute. You’ll find most day nurseries are open all year round, apart from bank holidays and over Christmas. Some may close for staff training but will give parents lots of advanced warning.
Day nurseries are different from nursery schools. Nursery schools, or preschools, are often attached to a primary school. They’re for children aged from three years to five years, and usually open during school term times only.
What is a childminder?
A childminder tends to work independently and cares for your child in their home. Many childminders are parents themselves and may also have their own children to care for.
Childminders can care for up to six children at a time, including their own. No more than three children should be younger than five, and of these three, only one can be under a year old. This means a childminder will be able to give your child plenty of attention and one-to-one care.
Most childminders work on weekdays between 8am and 6pm, but some work longer hours or at weekends. You’ll need to find a childminder with working hours that fit in with yours.
Like day nurseries, childminders must be registered with the appropriate authority for their country. They have to complete a pre-registration course that covers topics such as child nutrition, food hygiene, and health and safety.
Many childminders study for more qualifications, such as a diploma or degree in childcare. Some also take a course in first-aid.
Childminders will provide toys and activities to help your child to learn new things. As part of their registration, they must prove that they can support your child’s development.
What does a nanny do?
A nanny is employed by you to care for your child in your own home. Depending on what you agree and the age of your child, a nanny may be responsible for:
planning activities to suit your child’s age
feeding, bathing and dressing them
changing nappies, or helping them use the potty or toilet
preparing meals for your child
cleaning their room
washing and ironing their clothes and bedclothes
A nanny should also help with the physical, emotional, intellectual and social development of your child. This means doing things such as taking them swimming, reading to them, taking them to playgroups, or supporting them in reaching developmental milestones.
Although nannies don’t have to hold a qualification in childcare, most do some kind of formal training or study.
In Scotland, nanny agencies must register with Social Care and Social Work Improvement Scotland (SCSWIS). Elsewhere in the UK, a nanny can choose to register with the relevant authority:
England: Ofsted (Office for Standards in Education, Children’s Services and Skills)
Wales: The Approval of Home Childcare Providers (Wales) Scheme
Northern Ireland: Home Childcarer Approval Scheme (only if they care for children from more than two families)
Your nanny has a lot of responsibility in caring for your child. So make sure you find a carer you trust, and who your child is comfortable with.
If hiring a nanny is too much for your budget, it may help to know that some families share a nanny, splitting the costs and legal responsibilities.
What does an au pair do?
An au pair is a young person from abroad who has come to the UK to learn English.
Typical responsibilities of an au pair include babysitting in the evenings, helping with light housework, and looking after your child during the day when needed.
An au pair will stay in your home, as part of your family. You’ll need to pay them a small fee and provide meals and a bedroom.
Most au pairs are not trained in childcare, although some may have done a bit of babysitting or looked after young siblings. For this reason, many agencies suggest that au pairs are best suited to parents who have preschool or school-aged children.
Could I use a relative for childcare?
Yes. Many parents ask a grandparent or other relative to look after their children.
Informal arrangements with relatives make up most childcare arrangements. It’s low-cost and flexible, and it means your child will be looked after by someone they know well, in a familiar environment.
Relative care works best if you have a good relationship with the relative, and if they’re willing and able to help. They’ll need to be happy to do things your way, so you may need to set out some ground rules.
If you’re nervous about setting ground rules, you could ask your relative whether they’d like to sign up for BabyCentre emails. This may be a good way to raise some parenting topics for discussion.
Still not sure which option will work best for you? Find out more about the cost of childcare.
6 Key Components of Group Care for Infants and Toddlers
February 8, 2010
Out-of-home child care for infants and toddlers, if done well, can enrich children’s early experience. It can also be a therapeutic component of services to at-risk children, providing a safe and consistent base for protection, prevention, and treatment.
There are six key components of early group care experiences.
How the components of group care are addressed determines, to a large extent, the opportunities for responsive caregiving and caring relationships in infant/toddler child care.
Out-of-home child care for infants and toddlers, if done well, can enrich children’s early experiences. It can also be a therapeutic component of services to at-risk children, providing a safe and consistent base for protection, prevention, and treatment.
Unfortunately, although more and more children in this country are moving into group care at younger ages and for longer periods of time, we are missing opportunities to provide quality care. Indeed, current practices in many infant/ toddler child care settings actually hinder caregivers, children, and parents from forming and sustaining the deep, responsive, and respectful relationships that are the hallmark of quality.
The process of forming a strong positive identity should occur in a setting that offers security, protection, and intimacy. It doesn’t happen in “school”; it happens in a continuing relationship with a caregiver.
In the day-to-day give and take of good infant/ toddler child care, children and their caregivers relate in a way that looks much like a dance, with the child leading, the caregiver picking up the rhythm and following. When a caregiver reads and responds to the young child’s messages with sensitivity, the child’s hunger to be understood is satisfied. The conviction that “I am someone who is paid attention to” becomes part of the infant or toddler’s identity.
In order to create and sustain intimacy in group child care, we must address six key components of early group experience: group size; quality of the physical environment; primary caregiving assignments; continuity of care; cultural and familial continuity; and meeting the needs of the individual within the group context.
Group Size
We create chaos and confusion when we put too many infants or toddlers in one group, even with an appropriate number of adult caregivers. As the number of infants in a group goes up, so do noise level, stimulation, and general confusion. The group’s intimacy is gone. Children look lost and wander aimlessly, not quite knowing what to do. When there are too many children, shared experiences and discovery through play are inhibited. Smaller groups mean fewer distractions and children’s activities that are more focused. In small groups, very young children are able to make connections, form caring relationships, and learn to understand other children.
For children not yet mobile, ZERO TO THREE (1992) recommends that group sizes should be no larger than six; the caregiver/infant ratio should be no more than 1:3. Children crawling and up to 18 months, the group size should be no more than nine, ratios no more than 1:3 (explorers are active and need a watchful eye). Children 18 months to three years should have a group size of no more than 12, ratios, 1:4. Centers, group homes, and family day care homes with mixed age groupings should never have more than two children under two years of age in a single group.
Infants and toddlers with disabilities who do not require special medical support can easily be included in environments with this suggested ratio and group size. Children with disabilities are children first; the care they need is often exactly the same as the care typically developing children need.
Group Care Environment
The physical environment—indoors and out—can promote or impede intimate, satisfying relationships. Carollee Howes discovered that in family day care homes in which dangerous objects and fragile prized possessions had been removed from the area in which infants and toddlers played, caregivers smiled more, encouraged exploration, and gave fewer negative comments (“Don’t touch that!”) to infants and toddlers. In an infant/toddler center, a hammock invites a caregiver to cuddle one or two babies.
The environment affects caregiver/parent relationships. A comfortable place for adults within the children’s environment can encourage parents to visit throughout the day and can also be used to encourage continued breastfeeding with infants. A place for parents to sit comfortably for a moment at the end of the day acknowledges the parent’s needs and encourages conversation.
When dangerous objects and fragile prized possessions were removed from the area in which infants and toddlers played, caregivers smiled more, encouraged exploration, and gave fewer negative comments to infants and toddlers.
The environment affects relationships between children as well. Considering the amount and arrangement of space and the choice and abundance of play materials can either increase the chances that young children will interact positively with each other or increase the likelihood of biting, toy pulling, and dazed wandering.
A caregiving environment can encourage or impede flexible, individualized care in a group setting. With easy access to the outdoors, the daily rhythms of infants and toddlers can be accommodated. In too many centers, however, infant/toddler time on the playground is rigidly scheduled and subordinated to the schedules of groups of older children. Infants and toddlers need small amounts of food and drink throughout the day to support their emotional, social, and physical well-being. A child who is thirsty or hungry cannot interact successfully with other children or adults. A small refrigerator and modest equipment for warming food will allow caregivers to feed infants on demand and offer snacks to toddlers frequently. But too often in child care settings, feeding routines accommodate the kitchen rather than the child.
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Primary Caregiving Assignments
The assignment of a primary caregiver to every child in group care means that when a child moves into care, the child’s parents know, the director of the program knows, and the caregiver knows who the person is who is principally responsible for that child. Primary caregiving does not mean that one person cares for an infant or toddler exclusively, all of the time—there has to be teaming. Rather, primary caregiving implies the infant or toddler has someone special with whom to build an intimate relationship. Primary caregiving assignments are an excellent example of program policy that takes the encouragement of relationships seriously.
Two vignettes adapted from ZERO TO THREE ’s Heart Start: The Emotional Foundations of School Readiness (1992), illustrate the difference a special relationship can make to a young child’s experience in child care.
The way it shouldn’t be.
Tim stood just inside the entrance to the playroom. He was sturdy for one-and-a-half, but short. The noise was jarring, and he looked around for the woman his mother talked to when they came in. She had said to his mother, “He’ll be fine—I’ll get him started,” and she had taken his hand. But now, just as fast, she was gone. It scared him as much as the other time. This was not a good place to be. He wanted his mother and he wanted to go home. A boy bumped him hard, and Tim fell. He crawled over to that woman. He sat down and fingered some colored blocks on the floor. A big boy came and grabbed one and stepped on his hand. Tim yelped and cried and looked around. He held his hurt hand in the other and the tears ran down his cheeks. No one saw.
Two weeks later: Tim stood just inside the entrance to the playroom. It was very noisy. A boy ran past him and bumped him. Tim lunged for him and pushed him down. The boy cried, and Tim walked over to the blocks. He picked some up, and a bigger boy came and grabbed them. Tim gave them up quickly and then turned and saw a smaller boy who had some. He pulled them away from him. The boy cried. Tim looked at the blocks. He couldn’t remember what he’d been going to do with them, so he threw them down. They made a very satisfying sound. He picked up several other toys nearby and threw them. Suddenly one of the women was there yelling at him and holding his arm very hard. She was saying lots of things to him, and now she said, “time out,” and scrunched him on a stool. He tried to get up but she wouldn’t let him. She waved a finger in his face. He thought about biting it. She went away. He didn’t like this place. He wanted his mother. He wanted to go home.
What Tim is learning in this child “care” center is almost everything we would not want him to. He is important to no one here and must fend for himself, as must others. For some it’s like home—for others it’s newly terrible. For all, it is a potentially damaging experience.
The way it should be.
Tim and his mother had visited the center twice in the last week. They had spent time with Mindy, who told them she would be Tim’s primary caregiver. Both Tim and his mother felt comfortable with Mindy. She was interested in them, wanted to talk regularly about Tim’s progress, and seemed to understand how Tim’s mother felt about leaving Tim to go to work.
When it was time for her to go, Tim’s mother reminded him she was leaving today. He looked surprised and climbed off the horse. Mindy picked him up and said, “Let’s go to the door and say good-bye to your mother.” Tim wanted to go with his mother. But his mother really seemed to be going to leave him, so he clung closer to Mindy, who cuddled him and talked quietly. Then his mother was gone. It was like everyone in the world was holding their breath at the same time, but Mindy held him and patted him and talked quietly, and then everyone began to breathe again. Tim could see the toys and children, but mostly he liked hearing Mindy’s voice. Ten minutes later, ‘Tim was on his horse. He wasn’t as wholly confident as 20 minutes before, but he could still ride, and Mindy was close by and always noticed when he looked at her.
Two weeks later: After his mother kissed him, Tim waved good-bye and then he said, “Hi” again to Mindy, who ruffled his hair. Tim made a beeline for the block area, but when he got there Wong Chen had corralled all of the red blocks Tim wanted. Tim squatted down and watched Wong Chen. In a minute, Mindy came over and squatted down too, and they both watched him. Then Mindy said, “Tim likes those blocks too, Wong Chen; would you let him play?”
…Later, Tim started to build a big car with red blocks, a car like his mother’s red car. His mother was working. She would come later. “Mommy later,” Tim said. Mindy heard him. “She will, Tim,” said Mindy. “She’ll come after your nap.“ “After nap,” said Tim, and then he said, “See my car?”
Tim is learning a lot in this center, mostly very good things. He feels important. He feels heard and understood. He feels protected, and his primary caregiver helps him negotiate the difficult things with other children. He is learning to cooperate and to pay attention to what other children need and want. There is enough space, there are enough providers, just enough children, and abundant affection for everyone.
Continuity of Care
Having one caregiver over an extended period of time rather than switching every 6 to 9 months or so is important to the expansion of a child’s development. Switching from one caregiver to another takes its toll. The child has to build trust all over again. When a very young child loses a caregiver, he really loses part of his sense of himself and the way the world operates: The things that the child knows how to do, and the ways that he knows to be simply don’t work any more. Too many changes in caregivers can lead to a child’s reluctance to form new relationships.
Continuity of care—or the lack of it—in a child care program has important implications for the group experience. A child with a new caregiver has to work hard to get her messages across. The caregiver can only guess at what she wants. There is confusion and stress for both child and caregiver. If a child deals with change by acting out his frustration, this will have an impact on the entire group. With a caregiver who knows him, however, a child can express need less dramatically. The better somebody knows a child, the more subtle the cues are that will inform that person of what it is that the child needs.
Too many changes in caregivers can lead to a child’s reluctance to form new relationships.
Continuity of care is important for caregivers and parents as well as for children. When infants and toddlers are moved to a new room as they reach a new developmental stage, caregivers don’t get to see the fruition of their work. Parents often experience tremendous grief when they first place their infants in child care. Trust in the caregiver builds slowly, as they realize that the caregiver is attached to their child, loves their child, and supports the special parent-child bond. With a change in caregivers, not only the child, but parents as well will grieve and have to build trust all over again.
At the Creative Pre-School directed by Dr. Phelps, one caregiver cares for three infants. Caregivers are trained to use every moment of the day to build trust with the infant and the family. Each infant is on his or her own schedule for feeding, diapering, sleeping, and playing. This schedule is documented for the family on an individual daily schedule form.
As infants begin to exhibit the need for more stimulation, usually around 12 months, the caregiver will begin to take them to visit the practicing toddler group. These children are between 14 and 24 months old. Visiting can be done with all three infants or with one or two at a time. (Because each infant is on his or her own schedule, there is much time for individual attention.) The adults in the practicing toddler area visit the infant room often, with the focus on building relationships over time with the infants who will one day be toddlers. The transition is flexible and centers around each child’s building a relationship with the next caregiver. The infant caregiver may move with the infants into the practicing toddler group, or, if the children are comfortable with the new caregiver, she may move back to receive a new group of infants. This same slow process, focusing on each child’s adjustment to a new environment, takes place throughout the age groups, including the movement of older toddlers (young threes) to the preschool program.
Cultural and Familial Continuity
If there is no one in a child care setting who speaks the child’s home language, or validates the childrearing values and beliefs of the family, the early development of the self is threatened. Particularly for infants, what they sense from their caregivers is incorporated into their definition of self. If infants get subtle messages that their way of communicating should change or that they are hard to understand, both their sense of rightness about where they come from and their feelings of personal potency are shaken. Child care should be in harmony with what goes on at home, following the form and style of what is familiar to the child.
Self-reflection is key to culturally sensitive care, and caregivers should be schooled in it. By exploring their own backgrounds, they can see the roots of some of their most basic child care practices. No matter what routine is being carried out, the caregiver’s values about it are shaped by her childhood, her child care training, and other cultural influences. It is essential to recognize these values and understand that they are being transmitted to the children.
We need to look at our backgrounds, our philosophy, and why we are in the work we are in. We need to be honest, with ourselves and with families. It is not helpful to pretend to be interested in the parent’s point of view—saying “Tell me about why Mei Ling cries and you pick her up immediately,” as we are thinking, “This parent is spoiling this child.” Rather, we must uncover the values that underlie our own beliefs, become aware of multiple perspectives on childrearing, be open to the parent’s point of view, and be willing to change some of our practices.
To provide cultural and familial continuity, child care centers should employ staff who are of the same culture and who speak the same language as the children served. Culturally representative staff should be included in decision-making positions. Using small groups is key. It allows caregivers to have a manageable number of cultures to relate to. They can get to know the families and be more responsive to their concerns.
We must uncover the values that underlie our own beliefs, become aware of multiple perspectives on childrearing, be open to the parent’s point of view when there are differences, and be willing to change some of our practices.
Meeting Individual Needs in Group Care
In an intimate setting, flexible scheduling is possible. Babies sleep when they want to sleep and where they want to sleep. They eat when they are hungry, and are fed with food that meets their individual needs. They play when they want to play, with plenty of opportunities to explore a variety of toys and materials, and to play alone, with other children, and with adults. Since babies’ rhythms are individual, this means that a caregiver can expect to be keeping an eye on one sleeping infant, watching another who is absorbed in her own play, and actively engaging a third. An intimate setting recognizes toddlers’ individual needs to explore, assert autonomy, and periodically reconnect with the secure base their caregiver provides. Nutritious snacks are available (often the focus of spontaneous socializing), potty training occurs as the individual child is ready, and ways are found for the toddler to re-visit her old crib if that is important.
In an intimate setting, a child who requires additional support can be accommodated. At the Creative Preschool, for example, a toddler with a serious medical condition requires frequent cat-naps. A beanbag chair in the room allows him to stay with his play group during the day, yet go to the chair for a 10- or 15-minute nap as he needs one. When he wakes up, he is near his caregiver and friends, and can immediately rejoin the day’s activities.
In Conclusion
The care of young children in groups is a profession. It includes both science and art. As a society, we need to make it possible for people to study the science and practice the art of caregiving. We need to release caregivers to provide the kinds of responsive care they know how to do or can be trained how to do, and to develop deep relationships with parents, children, and other caregivers.
High quality care for infants and toddlers must be in small groups, with appropriate ratios. There must be time for relationships to be established. There must be time for caregivers to learn and practice the different ways they will need to relate to children in the first three years of life—being very available in the earliest months, then helping children to “find their wings” as development proceeds.
Group care can be a place where infants and toddlers, with and without disabilities, can feel their potency. Group care can be a place where all children, caregivers, and parents form deep, meaningful, and satisfying relationships that support both the family and the full development of the children. We need to make it happen.
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A Relationship-Based Approach to Professional Development in the Early Childhood Educational Setting: The Role of Relationships in Collaboration and Implementation
Carla Barron and Beverly Weathington, Merrill Palmer Skillman Institute, Wayne State University Shameika Powell and Sherry Bell, Matrix Human Services, Detroit, Michigan Ann M. Stacks, Merrill Palmer Skillman Institute, Wayne State University Abstract Hearts and Minds on Babies (HMB) is an innovative, attachment-based training for Early Head Start (EHS) staff and parents, developed through a collaboration between university-based researchers and […]
Six months – you can say the first round date for your baby. By this time, he was strong and about twice as heavy since birth. Together you have already gone through several developmental leaps, grown the first teeth (but this is not certain), and mastered new motor skills. Further more! And where further and what more – now we will tell.
Baby’s crisis calendar
Contents
In this article:
Baby’s height and weight at 6 months Skillful hands: developing hand skills at 6 months Physical development of the baby at 6 months Mentally e development of the child at 6 months Massage / gymnastics at 6 months Speech development How to play with a baby at 6 months How sleep and development mutually influence each other
All children are different. Even twins often have different rates of development. Any tables and norms can only serve as a guide. Hardly anyone can feel a child better than a mother and know what and when he needs.
Height and weight at 6 months
In 2005, the World Health Organization (WHO) issued the Child Development Standards. They are based on a large-scale study of the height and weight of almost 9,000 full-term boys and girls from around the world who were breastfed for at least 6 months and their mothers did not smoke. Unlike the old standards, the new norms allow parents to track the development of the child, taking into account his individual characteristics.
Child’s height at 6 months
Babies grow an average of 1.7 cm in their sixth month. Perhaps this month you will decide to move your baby from the cradle, if you have used it, to a larger crib.
Natalia Trofimova
Senior sleep consultant, pediatrician
Children’s height and weight norms are very wide, depending on the term of delivery and birth weight, type of feeding. It is optimal when the height and weight indicators are in the same column-corridor (“medium”, “low”, “above average”, etc.) or in neighboring ones. The attention of the pediatrician is required when both indicators are in the extreme columns, or the difference between the corridors of values is 3 or more (for example, weight and height in the first percentile corridor is “very low” or weight in the first is “very low”, and height in the fifth is “higher than average”). 9More than a dream
Boys
Very Low
Low
Below Average
Average
Above Average
High
Very high
62.6
64.1
66.2
67 .6
69.1
71.1
72.6
Girls
Very Low
Low
Below Average
Average
Above Average
High
Very high
60.5
62.0
64.2
65 .7
67.3
69.5
71.0
Baby weight at 6 months
Babies gain an average of 450 grams in six months. But the increase can be either more or less than the average value. It is worth showing the baby to the doctor if he adds less than 100 grams per week.
Shulamith Volfson
Pediatrician with more than 18 years of experience
It is worth remembering the difference in gains between breastfed and artificially fed children. Babies who eat formula milk add gradually, in the first six months, 600–700 g each. But breastfed babies up to 4–6 months old can sometimes even gain up to 1.5–2.5 kg per month, and this is absolutely normal , in the second half of the year such “dumplings” will definitely “slim”.
More than a dream
baby-sleep.ru
Baby’s weight at 6 months (kg)
Boys
Very Low
Low
Below Average
Average
Above Average
High
Very high
6.1
6.6
7.4
7 ,9
8.5
9.5
10.2
Girls
Very Low
Low
Below Average
Average
Above Average
High
Very high
5. 5
6.0
6.7
7 ,3
7.9
8.9
9.7
Skillful hands: developing hand skills at 6 months
You may notice that at this age the baby begins to move his fingers more clearly when grasping. If a toy gets into his hand, he not only can hold it, but swings it and shifts it from hand to hand. In the bathroom, the child can wave his hands at the sight of water, and while bathing, slap them on the surface. With “empty” hands, the baby also sometimes waves rhythmically.
Physical development of a child at 6 months
The baby becomes much more mobile. Many six-month-old children begin to crawl and sit up on their own. But don’t worry if this hasn’t happened to your child yet. Normally, independent sitting can develop even up to 9months, and crawling – up to 13!
You can encourage crawling by placing toys in front of your baby so that he has to move forward a little to catch them. Let the child crawl all over the floor in the room, ideally if the whole house becomes his play space. Before you let your baby crawl, make sure sockets are covered with plugs, wires and small objects are removed, hanging edges of the tablecloth are tucked up, and access to dangerous substances is closed.
Moms are most often worried this month:
Is it possible to sit down a baby if he is not yet sitting by himself?
If the baby does not sit down by himself, do not rush to sit him down. Better pay attention to preparing the muscles of the arms and back for mastering this skill. Encourage your child to get on all fours and crawl, do some light exercise, such as giving your baby your fingers to grab and allowing him to pull himself up on his hands and sit down. Having strengthened his arms and back, having mastered the position on all fours, the baby will quickly sit down without your help.
Call your pediatrician if your baby has not rolled over from tummy to back by the end of the seventh month.
If your baby has already shown food interest (looks enthusiastically at your plate, pulls his hands to your food), then at this age it is already possible to introduce complementary foods. It is usually recommended to start with one boiled vegetable, without salt or any other additives, with a serving of a quarter teaspoon, preferably in the morning. In any case, before introducing the first complementary foods, be sure to consult a pediatrician.
After six months, the innate immunity that the child received from the mother during pregnancy weakens. Perhaps the baby will catch a runny nose for the first time or start coughing. Read the article on sleep during illness to know how your baby will behave when unwell.
Many six-month-old babies are in the midst of teething. This can affect both sleep and behavior during the day.
Mental development of a child of 6 months
Literally, the baby has just come out of the fifth leap of development, as a result of which he learned about the relationship of things and the presence of a distance between them. As a consequence of this new knowledge, a separation fear appears: the child understands that his mother can leave, and he will not catch up with her! Therefore, he becomes more restless and can “hang” in his arms for a long time.
In addition, the baby begins to fear strangers. Now he is unlikely to go to the hands of a doctor or even to his grandmother, whom he has not seen for a long time, and maybe even be afraid of her one look!
Pay attention to the pediatrician if by the end of the seventh month the child does not chant syllables like “ma-ma”, “ba-ba”, “ga-ga”, etc. (does not babble).
Baby massage at 6 months
From the age of six months, one more massage technique can be added to stroking and rubbing – kneading. With the fingertips of one hand, except for the big one, lightly press on the skin and make short circular movements. Thus, we pass along the handles from the hand to the shoulder, along the legs from the foot to the hip, along the tummy clockwise, along the back from the buttocks to the neck along the spine.
Remember that for a healthy baby, massage is first of all a pleasant communication with the mother, and not an obligatory procedure. Five minutes a day will be enough. And if he (or you) doesn’t like it at all, it’s better to refuse such a pastime.
To make the massage more interesting, you can accompany it with play rhymes, for example:
Rain waters the grass,
( lightly tap on the back with the tips of relaxed fingers )
The wind shakes the tree.
( putting hands on shoulders, slightly rocking )
Leaves hanging, hanging
( softly touch your shoulders with your fingertips )
And they are slowly flying down.
( slowly stroke the spine with your fingertips )
Children run out to the kindergarten
( “run” the index and middle fingers of both hands along the back )
And the leaves are collected.
( pinch 9 lightly0314 )
Carry them home
( “pass” with the index and middle fingers of both hands along the back )
And they put it in a box.
( put paper leaves or fingertips on the baby’s palm and close his fingers into a fist )
Development of speech
The baby continues to babble, but at the same time changes are ripening in his mind that prepare the transition of babble into real speech. He continues to develop speech hearing, and he pronounces babbling syllables more and more clearly. This is due to the imitation of the speech that he hears from adults. Therefore, often talk to the child, even if he does not understand the meaning of the words.
He will begin to understand in just a couple of months, but already now you can prepare fertile ground. Just clearly name the items that the baby is interested in himself or that you are currently using.
How to play with a 6 month old baby?
Games with children after six months become much more interesting and varied.
Ball gymnastics . Stimulates the vestibular apparatus, develops coordination, prepares for walking.
Place the baby on the fitball with his tummy, hold him by the side and knee. Swing the ball back and forth, left and right and in a circle. You can accompany this with jokes, songs and gentle words.
Then rock up and down: first the baby stands on its feet for a second (you continue to support it), then “dives” upside down (not very low). Repeat 5-6 times. At the end, jump with the child on the ball: up to 10 times lying on the tummy and up to 10 times sitting. And then standing.
Phone Game . Develops onomatopoeia and active speech.
Sit next to your baby, hold a toy phone to your ear and say the simplest syllables, changing intonation and voice. For example:
Bababa. Bababa?
Mom. Mommy?
Dadada! Yes Yes Yes?
Give the phone to the baby. Perhaps he, too, will repeat these syllables after you.
Game “What is there?” . Develops fine motor skills of hands and thinking of the child.
Put an interesting toy in a pretty box. Draw the attention of the baby first to the box itself. Examine it, show the baby how it opens. Invite him to open the box himself.
Then ask, “What’s in there?” Switch your baby’s attention to the toy. Take the toy out of the box and play with it. At the same time, constantly pay the attention of the baby to the name of the toy. For example: “This is a dog. What a doggy! Let’s hide the dog in the box.” Continue playing with other toys.
Many options for playing with a six-month-old baby using the PEKIP system are described in a separate article on our website.
Toys for a 6-month-old baby
A six-month-old baby is interested in almost everything, which means that toys become even more diverse. The child continues to learn colors, shapes, sizes, textures, actions that can be performed with a toy. The only requirement for it is safety: the absence of small parts that can be taken into the mouth, sharp edges, long ribbons, etc.
How sleep and child development mutually influence each other
A 6-month-old baby normally sleeps 13. 5–16 hours a day. Night sleep of them – 10-12 hours. Some children have three more daytime sleeps, while others are already switching to 2. Read more about the night and daytime sleep of a six-month-old baby in our service: “A child’s sleep month by month.”
At this age, the child can already be offered a toy for sleeping, as well as begin to teach him to fall asleep on his own.
BabySleep FAQ this month
Mom:
“The child is 6 months old and a week old, all this time there were no problems with sleep, somewhere from 5 months old he sleeps at night for 8–9 hours without waking up. Now the picture: three daytime sleeps, the first two are about 1.5 hours each, the last 45 minutes. My daughter always went to sleep and leaves with my breasts, then I put her in the crib.
The question is that I began to go to sleep at night (for the last couple of weeks) late, much later than usual – at 22-23 hours (before that, I normally left with breasts at about 20:00). During the day and in the last hours of the evening, the daughter is cheerful and cheerful, communicates, explores the world, explores rattles. Why can this be so? What to do?”
Counselor’s answer
Tatyana Popova
Senior sleep consultant, psychologist
Your daughter is growing and the amount of time she can be awake is increasing. Because of this, dreams “slip” and the rhythm of the day as a whole “floats”. After six months, some children are already ready to switch to two daytime naps, if they can withstand at least 3 hours of wakefulness without overindulgence.
What should you do? There are two options: 1 – try to slightly lengthen the daughter’s wakefulness at the beginning of the day and between sleeps, and instead of the third sleep, put her to bed early at night; 2 – if two dreams are still clearly not enough for the baby, then one of the first long dreams should be reduced (to about 1 hour) and due to this, bedtime in the evening should be shifted to an earlier time.
Be prepared for the fact that the child is unlikely to be able to adjust to a new regimen with two sleeps in one day: often children alternate the number of dreams for some time, then sleep 2 times (then the wake time is a little longer, and going to bed earlier) , then 3 times (the dreams themselves are shorter, and at night the child leaves later).
How BabySleep can help
If your baby sleeps short daytime naps, wakes up frequently at night, has difficulty falling asleep for a long time, or wakes up in a bad mood, seek help from a sleep consultant by choosing an escorted package.
Development of a child at 6 months: what to pay attention to
The tasks of parents are to try to observe the daily routine, facilitate teething, not to seat the child prematurely and actively communicate with him
Big changes are taking place in the life of a baby who is six months old: familiarity with new food, first babbling, attempts to sit up on their own, the appearance of teeth. Of course, all children develop at a different pace, but there are general features of age that parents can focus on.
What a six-month-old baby can do
Motor activity
Usually a six-month-old baby already knows how to roll over from his back to his stomach and vice versa. So never leave it unattended! Now is the most dangerous time in this sense – yesterday the baby was lying and could not move independently, and today any attempt to roll over can be successful. The most active may even begin to crawl. Care should be taken to create a safe environment in the house, because now the baby can have access to many things. In order for the fidget to allow him to calmly change his diaper on the changing table, always have a toy on hand that can distract him.
During this period, if you lift the baby and keep it upright, he will joyfully push off the surface with his legs, imitating jumps.
Lying on their backs, many children put their own legs into their mouths. At the age of six months, the baby already quite deftly acts with both hands during the game: he can take an object both on the right and on the left, shifts the toy from one handle to another.
Many parents wait impatiently for their child to finally be able to sit up. The kid will definitely sit down on his own, as soon as his back muscles get stronger. Do not rush the baby, do not seat him ahead of time. In a baby carrier or stroller, you can put your child in a semi-sitting position, but the backrest should not be placed in an upright position.
Other abilities
By the age of 6 months, the baby already distinguishes colors well, he is attracted to any movements and small objects that fall into his field of vision. He watches with pleasure the face of his mother and everything that she shows him.
The degree of development of vision allows you to be actively interested in the details of the face of an adult who addresses him. The kid tries to grab glasses, earrings, hair of the one he can reach.
At the same time, he well distinguishes his own from others. The child listens attentively to the speech of the mother and remembers a lot. At 6 months, he already knows his name and reacts to being addressed with joyful babble.
What to do with it
There are many different methods of early development. Now experts are actively discussing the advantages and disadvantages of early development, but the choice is yours.
A developing environment for a child can be created at home. If you want to sometimes go out into the big world, a school or a club for mothers and children is suitable for you. In any case, every child loves to be talked to and played with. Hide and seek, ringing rattles, games during bathing are liked by most babies.
During this period of active development, the regularity and routine of the day will help the baby to remain calm and self-confident. Try not to disturb the routine of everyday life and do everything according to the schedule (eating, sleeping, walking).
Be attentive to your child, trying to answer all his requests. Remember that he learns literally everything from you, and a close bond with an adult will help develop a secure attachment.
Health
Medical consultations
At 6 months, children are usually examined by a pediatrician. Prepare for the consultation in advance and consider what questions you would like to ask the specialist.
Does the baby babble? Consult a pediatrician who will test your child’s hearing. The examination, which is carried out in the maternity hospital at birth, can only reveal serious pathologies. If you have any doubts about your baby’s vision, you can also be examined by a specialist.
Care
Between the ages of 6 and 12 months, diaper rash is common. If the baby already knows how to sit, then in this position the diaper rubs and irritates the skin more. To prevent the appearance of redness and diaper rash, change diapers more often, use special creams and powders suitable for babies.
Nutrition
Breast milk or infant formula at 500 ml per day remains the mainstay of a six-month-old baby’s diet. But at this age, you can and should begin to diversify its menu. According to the Program for optimizing the feeding of children in the first year of life in the Russian Federation, at 6 months it is important to introduce meat puree into the child’s diet – a source of easily digestible iron. From 7 months, the yolk is added, and from 8 months – fish puree, of course, in the absence of allergic reactions.
The baby may not like the new product at first – this is a normal reaction. It’s important to be persistent. It sometimes takes 10-15 attempts to “accept” a new product!
Do not forget to offer your child water that can be poured not only into an ordinary bottle with a nipple, but also into a special “cup” (a bottle with a spout).
Sleep
At this age, the child still wakes up in the middle of the night. Sometimes this may go unnoticed (the baby quickly falls asleep again), but more often he wakes up and cries. At the same time, the need for sleep at this age is from 12 to 15 hours a day.
Teeth
Most babies have their first tooth at 6 months of age. But there are cases when this process begins at 4 months or, conversely, much later. There are no reasons for concern. Each child has his own pace of development.
Teething may go unnoticed and have no effect on the baby’s behaviour. Although parents, as a rule, attribute the appearance of teeth to any negative manifestations in their child: sleep disturbances, whims, bad mood. Before you blame your teeth for everything, make sure that the baby does not have any health problems. If your child has a fever, consult a doctor.
But if the baby’s gums are red and swollen, he has a strong salivation, he tries to bite and “gnaw” his fingers and everything that falls into his hands, you can alleviate his condition. Gently massage your gums with your finger. Offer your baby a teething toy that is pre-cooled in the refrigerator to help reduce discomfort. The pharmacy sells special gels for gums. If you still can’t cope with the pain, you can give your child paracetamol.
Possible cause for concern
Seek specialist advice if you find any of the following in your child.
Vision, hearing, communication skills
The baby does not look into the eyes, does not follow moving objects with his eyes; eye position is not symmetrical.
The child does not babble.
Does not turn head to sound or voice.
Behavior
The baby does not show joy or sadness, he does not have mood changes.
Shows little affection for a significant adult, for example, does not smile at his mother.
The child has lost the skills that he had already acquired earlier.
Physical activity
Baby does not roll over.
Cannot sit or raise with your help.
Uses one hand much more than the other.
Recall that any indicators vary depending on the characteristics of each child.
Act Early Texas! provides parents and early childhood professionals with information designed to answer the question, “Is this child’s development like other children of the same age?” including access to free developmental and autism-specific screenings.
CDC Learn the Signs. Act Early
Milestones matter! The Centers for Disease Control and Prevention (CDC) “Learn the Signs. Act Early.” program can help you learn the signs of healthy development, monitor your child’s early development, and take action when there is a concern.
Early Childhood Intervention (ECI)
ECI is a program for families with children birth to 36 months with developmental delays, disabilities or certain medical diagnoses that may impact development.
Early Childhood Intervention (ECI) Eligibility
This information page for families provides answers to frequently asked questions about ECI including eligibility requirements, how to connect with an ECI program, and what to expect from an early intervention visit. To be eligible for ECI, a child must:
Be from birth to 36 Months
Live in Texas
Have one of the following:
A developmental delay of 25% or greater in one or more areas of development
A qualifying medical diagnosis
A hearing or vision impairment
Find Your Early Childhood Intervention (ECI) Program
Find the local ECI program in your area.
Make a Referral
Don’t take a “wait and see” approach when it comes to a child’s development. Anyone can make a referral to ECI – parents, doctors, child care providers, grandparents, foster parents or others.
Early Childhood Intervention (ECI) Resource Guide
This Resource Guide contains information about resources of interest to families of children with developmental delays or disabilities, professionals who have an interest in families, and anyone interested in the well-being of young children and their families.
Early Childhood Intervention (ECI) Questions and Complaints
For general questions or to make a complaint, submit an online request to the HHS Ombudsman. Please include your ZIP code, county or city to help identify your local ECI program.
Early Childhood Intervention (ECI) Advisory Committee
The ECI Advisory Committee advises the Texas Health and Human Services Commission Division for Early Childhood Intervention Services on development and implementation of policies that constitute the statewide ECI system. The governor appoints the committee members.
ECSE is a program for young children with disabilities ages 3 to 5. Children who meet eligibility criteria may receive services in a variety of settings such as a prekindergarten classroom, in the home, or in community settings such as Head Start and pre-school.
Early Childhood Special Education (ECSE) Eligibility (PDF)
This guide provides an overview of Early Childhood Intervention (birth to 36 months) and ECSE (ages 3 to 5). See if your child has a need that qualifies him or her for services.
Children’s Autism Program
The Health and Human Services Children’s Autism Program provides focused applied behavioral analysis services for children through local community agencies and organizations.
Children’s Autism Program – Find a Provider
If you are looking for services for a child with autism, find a program provider in your area.
A Parent’s Guide to the Admission, Review, and Dismissal (ARD) Process (PDF)
If you suspect your child has a special need, you will go through the ARD process to get him or her services. This guide will help you understand the process and your rights and responsibilities as a parent so you can fully participate in the decision-making process regarding your child’s education.
Child Find Information
Child Find is a continuous process of public awareness activities, screening and evaluation designed to locate, identify, and evaluate children with disabilities who are in need of Early Childhood Intervention (ECI) Programs (Part C) or Special Education and Related Services (Part B).
Early Childhood Technical Assistance (ECTA)
ECTA offers resources for families and child care programs who are seeking support and guidance to ensure the best, most positive incomes possible for children in their lives who have, or are at-risk for, developmental delays or disabilities across a variety of early childhood settings. Spanish guides are available.
Health & Development’s Child Development
Legal Framework
Legal Framework provides federal, state, and parent resources for the child-centered special education process.
Navigate Life Texas
Navigate Life Texas provides resources and support for families raising children with disabilities.
Partners Resource Network
Partners Resource Network is a non-profit agency that operates the Texas statewide network of Parent Training and Information Centers to help parents understand their child’s disability and rights/responsibilities, obtain and evaluate resources and services, and participate as team members with professionals in planning services for their children.
Resources on Special Education in Texas
Texas Education Agency provides documents created as general resources for families on dyslexia, Individuals with Disabilities Education Act (IDEA), multi-tiered systems of support, and Section 504.
SPEDTex
SPEDTex provides information and resources that can help you understand your child’s disability, your rights and responsibilities under Individuals with Disabilities Education Act (IDEA) and facilitate collaboration that supports the development and delivery of services to children with disabilities in our state.
SPEDTex Contact
Staff are available by phone at 1-855-SPEDTEX (1-855-773-3839) or by email at inquire@spedtex. org.
Texas Parent to Parent
Texas Parent to Parent provides support, information, and education for families of children and adults with disabilities, chronic and mental health conditions and other health care needs.
Harris County parents can soon apply to receive free child care
A Harris County free child care program is set to start, and advocates say it’s needed because child care centers across the state are in crisis.
HOUSTON, Texas (KTRK) — A Harris County free child care program is set to start in days, and advocates say it couldn’t come at a better time because the child care centers across the state are in crisis.
Sending your kid to child care is too much for some parents.
“If you want to go to a better place and a better area, it’s going to be $300 and up per child,” Paola Diaz explained.
Diaz said child care costs are why she’s at home spending summer days at the library instead of work.
“It keeps you from trying to work, or do other stuff around,” Diaz said. “It is hard.”
Harris County is looking to help. This month, an Early REACH program starts. The county is using $26 million in federal funds to cover child care costs. If you live in the county, have a kid under age four, and meet the income requirements, you could receive free child care.
“There are so many child care deserts around Harris County and we want to provide not only free child care, but high quality child care,” BakerRipley spokesperson Frederick Goodall said.
Advocates said this is a statewide problem. Texas Care for Children said a family of four spends nearly $20,000 a year in child care.
During the pandemic, the state spent millions on this issue. It’s funding that has dried up.
During this past session, advocates lawmakers didn’t do enough to fund child care.
“That funding would’ve supported the continuation of stabilization grants that the state launched during the pandemic that were critical to keeping programs open,” Texas Care for Children early learning policy director David Feigen said.
Advocates said it’s not only the cost of child care, but workers’ pay. On average, they make $11 an hour.
Without assistance, it could cause facilities to close. It’s a problem they say has already caused child care deserts, mainly in low-income communities.
“It means they have to find alternative arrangements for their kids and for some kids that means arrangements that are not high quality or children are stuck in front of a television screen rather than getting read to be a teacher and engaging with other kids,” Feigen explained.
Without work, parents aren’t spending money. The U.S. Chamber of Commerce said Texas loses $9 billion a year in revenue because of parents not working. That’s money that could go to infrastructure, teachers, and other state projects, which is why advocates say programs like the one the county will launch this month are important for us all.
For updates on this story, follow Nick Natario on Facebook, Twitter and Instagram.
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The High Cost Of Child Care In New York City – SNC
In New York City, the average cost of child care is $175 per day. This can be a significant expense for families, particularly those with multiple children. There are a number of factors that contribute to the high cost of child care in NYC, including the high cost of living in the city and the need for child care providers to be licensed and have specialized training. There are a number of options for families seeking affordable child care in NYC, including government-subsidized programs and sliding-scale fees at some private child care centers.
Child care providers in New York earn an average of $17.26 per hour, according to Payscale. The average weekly salary is $604.10 in the United States. Child care costs are highest in New York, and lowest in Syracuse. Consider benefits such as legal payroll, paid vacation, and paid sick leave. In New York, the average hourly rate for first aid child care is $18. 55, 7% higher than the national average. Based on a part-time child care provider’s hourly rate, the average rate is $17.28, 0%. Flexible child care can be provided by sharing the cost of a child care provider with another family.
Children in Manhattan typically spend between $1,300 and $2,500 per month in child care. In comparison, the national average is nearly twice as high on the high end. Most Manhattan daycares and preschools do not provide scholarships or financial assistance to students.
New York City has some unique characteristics. It can, however, be costly to provide child care. Every month, an average NYC family spends approximately $1,354 on their children under the age of two, or $16,250 per year. Children between the ages of three and five receive $11,648 per year, or $971 per month.
Full-time employees in Queens pay an average of $12343 per month for on-site childcare. How Much Does Nyc Pay for Childcare?WeeklyPart-Day Under $2 $209. 00$28.00$28.00$38.00$24.98$36.0$59.00Apr 12, 2022
A child care provider in Queens, New York costs an average of $17.30 per hour. An hourly wage of $13.20 to $25 is expected.
How Much Is Daycare In New York City?
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There is no one answer to this question as the cost of daycare in New York City can vary greatly depending on the area you live in, the type of daycare you are looking for, and the age of your child. However, according to the website UrbanBaby.com, the average cost of full-time daycare for an infant in NYC is $19,791 per year, or about $1,649 per month. For toddlers, the average cost is $17,566 per year, or $1,464 per month. And for preschoolers, the average cost is $11,316 per year, or $943 per month.
According to a Business Insider article, a child care provider in Queens, New York costs an average of $17.29 per hour. The hourly rate will be between $13.20 and $25.20. How much does daycare costs per week? The average cost of day care in a daycare center is $211, and the average cost of care at home is $200. What’s the average daycare cost per day? It costs $40 per day for parents to provide childcare full-time. It is critical to choose the best daycare center for your family based on what you are looking for. Do you have any questions about the hourly rate of a professional service provider? What is a daily cost? How much does it cost to run a business per week? What is the age range of the daycare? What are some special offers available at this restaurant? There are numerous daycare centers in Queens, New York. It is possible to select a provider who will meet your needs while also fitting your budget. These providers’ hours can also be extended or they can have weekday hours. Alternatively, you can select a provider who accepts children from a specific country or region. There is no reason why you should not be able to find a daycare center in Queens, New York, regardless of what you’re looking for.
How Much Is Daycare A Week Nyc?
Credit: eHow
In New York City, the average cost of daycare is $175 per week. This can vary depending on the type of daycare, the location, and the age of the child.
What is the average cost of child care? According to Child Care Aware, a non-profit organization, full-time day care in the United States will cost around $850 per month in 2020. According to reports, families who hire a private full-time nanny spend an average of $2,450 per month. Child care costs $150 to $350 per month for infants aged 6 weeks to 23 months, $150 to $365 for toddlers aged 2 to 3 years, and $125 to $350 per child aged 3-5 years. There are numerous daycare centers in Nassau County, with the average cost per week ranging between $150 and $400. Long Island families can also find full-time nannies in addition to center-based care, which can cost around $2,450 per month.
Paying for Child Care – Child Care Resource Network
Child Care Resource understands working families of Erie County and WNY need high-quality, affordable, accessible care and learning for their children. With rising child care costs, this can be a challenge. We’re here to help you navigate your way through learning how to pay for child care.
How Much Does Child Care Cost?
Each year, Erie County releases average market rates. They are a guideline of the cost of child care from New York State Office of Children and Family Services (OCFS). The market rate is based on the county where the child care is provided, the type of setting, and the age of the child (the younger the child the higher the rate). The following are effective June 1, 2022:
Day Care Center
$265-$340
School-Age Child Care
$265-$300
Family Day Care & Group Family Day Care Home
$240-$300
Legally Exempt (Group Child Care)
$199-$225
Legally Exempt (In-Home Standard)
$156-$195
Legally Exempt (In-Home Enhanced)
$168-$210
Child Care Subsidy
Money to assist with child care costs is available to working families that meet specific income eligibility guidelines. The following are 2022-2023 income eligibility guidelines for Erie County:
Family Size
Monthly Income
Annual Income
1
$2,265
$27,180
2
$3,052
$36,620
3
$3,838
$46,060
4
$4,625
$55,500
5
$5,412
$64,940
6
$6,198
$74,380
7
$6,985
$83,820
8
$7,772
$93,260
+ each additional
$787
$9,440
*As part of the ongoing COVID-19 crisis, Erie County Child Chare Subsidy Program will expand eligibility standards to serve families with incomes up to 85 percent of the State Median Income (SMI). The Workforce Development Institute’s (WDI) Child Care Facilitated Enrollment Program will accept new applications in the range of 201% of FPL up to 85%.
To apply for child care subsidy, please call the Erie County Department of Social Services (DSS) Day Care Unit at 716-858-8953. Find answers to questions online 24/7 on their website. For in-person visits, the DSS Day Care Unit is located at:
95 Franklin St.
Room 449
Buffalo, NY 14202
Workforce Development Institute (WDI) Child Care Subsidy Program
The WDI Child Care Subsidy Program was created through an initiative of organized labor and community partners to help working families offset the high cost of child care. To qualify you must be employed a minimum of 25 hours per week, have children less than 13 years of age, reside in Erie County and have a household income that falls within the income guidelines below.
Family size
Maximum family income
2
$47,905
3
$60,390
4
$72,875
5
$85,360
6
$97,845
For more information, please contact the Workforce Development Institute Child Care Subsidy Program at (716) 632-1900.
Tax Credits for Families
A tax credit lowers the amount of income tax you have to pay each year. Both the Federal and State government offer tax credits for parents.
Earned Income Tax Credit
Child and Dependent Care Tax Credit: Families can claim a tax credit for child care expenses. If you paid for child care for a child under 13 years of age, you could qualify to use some of that money as a tax credit.
Child Tax Credit: The Child Tax Credit is a tax credit of up to $1,000 per qualifying child. A qualifying child is a child who has lived with you for most or all of the last year, was 17-years-old or younger at the end of the year, and is claimed as a dependent on your tax return. The maximum amount of $1,000 per child is available to:
Single parents making up to $75,000 annually
Parents married and filing separate tax returns, making up to $55,000 each, annually
Parents married and filing joint tax returns, making up to $110,000 combined
For more information on Federal Tax Credits, visit their website.
State Tax Credit
Empire State Child Credit: The Empire State Child Credit is for parents who have a child between four-years-old and 17-years-old, and qualify for the Federal Child Tax Credit. The credit is $100 per qualifying child, or 33% of the allowed Federal Child Tax Credit, whichever is higher.
For more information on New York State Tax Credits, visit their website.
To learn more about programs that can assist you in New York State, visit www.mybenefits.ny.gov or call 1-800-342-3009.
Employer Support
Your employer may provide discounts or have agreements with programs for reduced rates. Many employers offer Dependent Care Assistance Programs, which will allow you to deduct up to $5,000 a year from your paycheck on a pre-tax basis, for the purpose of paying for child care.
Child Care Program Assistance
Scholarships: Check with your provider to see if they offer or accept various scholarship funds.
Sliding Scale Fee: The cost of the program is based on income standards of the parent, set by the program.
Multi-Child Discounts: Ask the program if they offer discounts for bringing enrolling more than one child.
Head Start/Early Head Start/Universal Pre-K (UPK): These federally-funded full or part day programs provide free education and other services to help get children ready for school. Eligibility is based on income.
UPK: Contact your local school district for more information.
Local Head Start/Early Head Start programs:
Community Action Organization of Erie County, Inc. (CAO Head Start): 716-881-5150
Bethel Head Start: 716-878-0220
Holy Cross Head Start: 716-852-8373
Military Families: If you or a person in your household is in the U.S. Military, your family may qualify for a Department of Defense Military Subsidy. For more information, contact Child Care Aware at 1-800-424-2246 or email them at [email protected].
College Students: Some colleges have their own child care center, and may offer a discount to their students. Local college and universities with child care centers in Erie County that offer discounts for their students include Buffalo State College and University at Buffalo.
Nanny in the USA for your child. According to sittercity.com, they are in… | by Nata Shama
Published in
4 min read
Apr 4, 2017
Norman Rockwell, The Nanny and the Crying Baby
According to sittercity .com, and they are aware of the situation, every 9 seconds in the US one family meets a new babysitter, that is, a person who will sit with the child while the parents have things to do.
They enter your home and spend time with your children. They are Russian-speaking and English-speaking. This could be an adult with recommendations or a teenager doing math in the living room after the toddler is in bed. Mostly they are women, but sometimes men take care of children. We have collected for you all the information about the nannies you can deal with in the States.
How are we?
A grandmother often sits with the child. American grandparents also like to tinker with the kids, but the mother-in-law or mother-in-law does not have to be a nanny, and she may well have her own affairs, so if you marry an American and expect his mother to sit with the little ones, it can be very useless.
What kind of nannies are there?
All nannies can be divided into three groups: au pair, sitter and nanny.
Au pair is an au pair, usually an immigrant, who spends up to 10 hours a day with a child, but no more than 45 hours a week. Unlike nannies, an au pair does not do housework, such as doing laundry or cooking, unless it is directly related to the child.
Such helpers should be eligible for childcare by the U. S. Bureau of Educational and Cultural Affairs. If they work with toddlers under 2 years of age, they must have at least 200 hours of experience with children. The average salary of a home assistant is from $400 per month, plus the family provides them with housing and food.
Babysitter is a person who stays with a child from time to time, that is, is hired on an hourly basis when parents need to go or go somewhere. There are date-night sitters, before-school and after-school sitters, go-to sitters, infant-sitters for the little ones, and sitters for children with special needs.
The average babysitter salary is 10-15 dollars per hour for one child and about 18 dollars per hour for two, they are often tipped. Students and teenagers are paid less. If the sitter comes from afar, he is paid a little more. If a babysitter works full time, their annual salary may exceed $25,000, including two weeks’ vacation.
Nanny is a permanent staff, a person who not only looks after the child, but also develops it, feeds it, takes it to school, helps with housework, etc. The nannies live with the wards in the same house or work with them every day, but go home for the night.
There are part-time and full-time nannies, as well as nannies for special children. Typical full-time babysitting: 40-70 hours per week.
A nanny is typically a female aged 18-50 who is a member of a professional organization such as the International Nanny Association. They are paid an annual salary in the region of $30,000, with fluctuations depending on the situation and the state.
How to find a nanny or sitter
There are agencies, but it’s good to ask parents you know who they hired and can recommend. You won’t necessarily be the right person for the person they praise, but a recommendation from people who treat you positively is clearly more valuable in a nanny issue than recommendations on websites or from candidates’ resumes.
If you have acquaintances with free time who are trusted by your children, you can offer them the job of a sitter, but remember that no one will sit with the child out of the goodness of their hearts, you have to pay for this, even if it is your friend.
How to tell if a babysitter is a good one
If you are hiring a stranger, do a few checks before you meet your child: read the resume, call the referrals, ask the babysitter a few surprise first aid questions. If you’re hiring a nanny from an agency, they must have information about her possible criminal record.
It is important that the baby likes the nanny, but it is probably not worth counting on an objective assessment from a three-year-old or a six-year-old, so it’s better to ask not “Did you like Katy?”, but “What did you and Katy do?”, “What did you play?”, “What was the most interesting today?”.
In the early days, be attentive to the nanny. See how she treats the child. If she drives a child somewhere, take a ride with them several times, evaluate her driving skills, how she puts the baby in the car and ensures his safety. Prepare routines for the nanny, urgent numbers, write them on the refrigerator or in another place where they will not be lost.
These markers will help you understand that the nanny is good:
1. She is sincerely glad to see your baby every time. If a nanny doesn’t love every child from the first second, that’s a bad nanny. But if there are too many lisps, they can be feigned.
2. She comes up with solutions to problems and works for the benefit of the child. If your nanny already in the first days understood how to help the baby, and offered you a way, this is a very good sign. For example, she noticed that he refuses to sleep when he has eaten, but not feeding is not an option, and she suggests changing the child’s schedule by inserting a short walk between lunch and bedtime.
3. She respects your time. A good nanny doesn’t call for every little thing and doesn’t keep you talking. Also, being late is a wake-up call. From the person to whom you trust children, you want hyper-responsibility, right?
4. She reports every day. A responsible nanny will leave notes with a report that the baby is full, how his health is, what they did today, and all that.
5. The child and the house are kept clean. If when you return, the child does not need additional care, he is clean and well-fed, and the house is in the same condition in which you left it, you are lucky to have a nanny.
6. Problems don’t happen often. Absolutely impossible without them, but an intelligent nanny will reduce the number of incidents, and they will happen a little less often than you fear.
How much is the average nanny paid per hour in the US?
06/25/2020
The average US nanny salary data was obtained by calculating several thousand vacancies on the mega portal Indeed.com.
US Eligibility Requirements
If you meet the following minimum requirements, which most jobs contain:
Do not smoke, drink, or have other harmful habits;
Have 1-3 years of experience working with children;
Provide at least three references;
Driving license preferred;
You speak excellent English.
Welcome to the salaries listed below!
Nanny – the average salary in the US by the number of children
The number of children that a nanny must look after is important, the data in the table.
Rate
One child
Two children
Three children
US average hourly wage
$10-$15 per hour
$16-$25 per hour
$26-$30 per hour
9013 5
Nanny – average salaries by state
Not many people can afford to pay for the services of this specialist in full, more often a nanny in the states is invited for half a day, or just a few times a week, or even a month with hourly pay. Average nanny salaries by state are as follows:
Kids say the darndest things! It’s really interesting to hear what they are thinking, especially a toddler or preschooler! A fun way to connect with your child is by having a little Q&A questions for kids session with them. You’ll get the best responses if you just do it randomly one day. You can come up with your own questions or I have a few here today that you can use. These particular questions are funny questions to ask kids about their parents. These questions can also be used for anyone else your child may know, just switch the name. The questions aren’t necessarily funny, but the answers are sure to be funny or cute for younger kids!
If you’d rather ask daddy than mommy, just switch out “mommy” for “daddy” of course.
1) What’s mommy’s favorite food? 2) What does mommy say the most? 3) What’s mommy’s favorite drink? 4) What’s mommy’s favorite thing to do? 5) What game does mommy like to play the most? 6) What makes mommy upset? 7) What does mommy do that makes you happy? 8) If mommy was a Disney princess, which would she be? 9) How old is mommy? 10) What food does mommy make best? 11) What’s mommy’s job?
YouTube Tag
If you’re looking for YouTube tag questions for kids, the ones above are perfect! Here are my 4-year-old daughter’s responses to the “That’s My Mom Tag”. Record the responses and have some adorable memories to look back on for years to come!
That’s My Mom Tag! | Fun Questions to Ask Kids | Toddler Interview
We have a fun toddler interview. Joia answers questions about mom on Mother’s Day! Happy Mother’s Day fam bam! These are such fun questions to ask kids! Want to ask your child these questions? Grab them below! We tag any mom that wants to do this tag with their kid(s)!
I had her to answer the questions a second time so I could put it on our IGTV. The second time was even more hilarious than the first time! Take a look.
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A post shared by Jordy & Kia |Family Vloggers (@meetthechambers) on
Our oldest daughter who is now 8 years old also did this YouTube tag for kids when she was 4 years old! See her responses to “That’s My Dad Tag”.
That’s My Dad Tag!
Don’t forget to watch in HD* Thanks for watching! Don’t forget to like, comment, share, and subscribe! Keep reading for linkage! Tag Questions: 1) Daddy’s favorite food? 2) What does daddy say the most? 3) What’s daddy’s favorite drink? 4) What’s daddy’s favorite thing to do? 5) What’s daddy’s favorite thing to do?
Aren’t both of them so cute! Their answers are hilarious! If you’re looking for more fun questions to ask kids, check out our Toddler Interview post. Those questions are for your child to answer about themselves. Make sure you check out the kids YouTube channel DoubleJAndPlay!
PIN IT!
Do you have any fun questions to ask kids? Leave them below!
10 Top Fun Questions to ask the Kids so that they can talk
Children, by nature, are a curious lot. During their growing up days from infancy to toddlerhood, they are always on the lookout for information, and once they start talking, they become question banks of sorts. They come to you with one single question, which keeps getting extended into a question-answer session, irrespective of whether you are in the middle of something urgent or in the washroom. Most of the parents would have handled these little question banks at one time or another, wouldn’t they? Then you must be wondering why there is a need for parents to ask questions to kids. Or you might be like me, who wants to understand what’s going on in our child’s mind and hence find out different fun questions to ask the kids. Whatever may be the case, this blog discusses the importance of questions and kids.
Why should we ask questions to kids?
Before I give my arguments as to why we should ask questions to kids, let me ask you two questions.
Have you ever donned the role of an investigator in your kid’s life?
Did you ever wonder what’s going on in the little brain (or even the big brain of your teenager) of your kids?
If you answered YES to any of the above questions, then I don’t have to talk about the importance of asking questions to kids. But for others, here is my argument, which I strongly believe:
Asking questions right from an early age develops decision-making capabilities in kids
2. It will help the parents to forage a strong bond with the kids
3. It will also help the parents to understand their kid’s emotions and thoughts better
4. It will help the kids to develop the most important traits like empathy, kindness, mindfulness, etc.
5. It will also help to develop the kid’s curiosity and creativity, especially with open-ended questions.
Different types of questions to ask the Kids:
Now you understand the importance of asking questions to kids, here are a few different types of fun questions to ask the Kids.
Funny questions:
First, here are a few sample fun questions to ask kids, that can act as conversation starters and make even the reserved or shy kid open up.
# What is the funniest sound you heard to date?
# Do you want to become an ant or a big lion for a day?
# If you find a genie, who can give you only one wish, what would you really wish for?
# If you want to be at some other place right now, where would that place be?
2.Social or Get-to-Know Questions:
# What is your favorite color?
# What is your favorite book?
# Who is your best friend?
# Which teacher do you love most in the school?
# What is your favorite food?
3.Would you rather type of question?
We can start asking these questions from a very tender age itself, as it will make the kid choose and decide. With a little creativity and quick thinking, we can use these questions so that kids can do what we want them to without undergoing any power struggle and making the kids feel that it’s their choice.
# Would you rather swing or slide?
# Would you like to take a bath now or later?
# Would you rather sit inside the house without playing or enjoy the weather outside?
# Would you rather read a book or go for a walk?
4.Questions about School:
Once the kids start going to school, then we need to understand how their day was in school, and few kids wouldn’t want to discuss anything about the school immediately. So here are a few sample questions to ask them so that the kids can get talking.
# Who made you smile today in school?
# What made you happy in school today?
# Which story or funny incident the teacher narrated to you today?
# With whom you shared your snacks today?
5.Open-ended questions:
Open-ended questions will make the kid think and develop his logical thinking capabilities. These questions would lead to more questions as there is nothing right or wrong, but we get to learn about our kids, and they get to think about many things.
# Why did you choose to read this book?
# What makes you laugh and feel happy?
# Are there other ways to solve this problem?
# What can we do differently next time?
The same open-ended questions can be used to teach the value of family and inculcate other important emotional characteristics in the kids like:
6.Value of Family relationships:
# What is your favorite family tradition?
# What do you like the most about our family?
# What can we do as a family?
# What do you want to change in our family rules or traditions?
7.Empathy:
# Did you get teased at any time in the school?
# Did you stand up and support the kids who got teased in school?
# Are you been kind to someone today?
# What do you think if someone has helped you?
8.Confidence:
# What do you think you are good at?
# What do you have to do to improve your skills in that area?
# How can you help others or change the world today?
9.Gratitude:
# Are you grateful for something today?
# What are the things that you can give to others so that you can see the joy in them?
# What are the things that are not necessary for you, but still you have them?
# What are things that you have that others don’t have at this moment?
10. Mental Strength:
# What are the things that you are really uncomfortable with?
# How do you want to face your fears?
# What do you do when someone criticizes you?
Though this post lists so many different types of fun questions to ask kids, not all the kids would be enthused to answer the questions at the start. It takes consistent time and effort from the parent’s side to make the kid understand that the parents are willing to spend time with them without any deviations. Also, they need to understand that we are trying to spend our quality time with them and not interrogating them. Only then would they start opening up.
An easy tip to get the kids to start talking is while going on long drives. The kids know we are concentrating on driving and wouldn’t react too much, even if they say something outright. That’s when most of the kids do the talking.
Suhasini, IP, is the Author of the book “Practical Tips for Kids Mental Health.” As a certified kids and parents life coach, she helps/guides you toward a happy family life for your kids. She firmly believes, “Emotionally Happy Kids of today are the Mentally Strong and Happy Citizens of tomorrow.” Let’s make the world a happy and beautiful place for our kids to thrive.
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How to talk a child? 63 funny questions
How can we support our children in their curiosity and motivate them to keep asking questions? The answer is simple: we should also ask children questions. It has long been proven that children adopt the phrases and behaviors of their parents. In addition, by asking questions, you show the child how a good question should sound.
When asking your child questions, do not limit yourself to the standard: “How was your day?” Consider interesting questions that will help to talk the child.
Questions for young children
1. If your teddy bear could talk, what would it say?
2. How do you feel when I hug you?
3. If you could draw your thoughts and feelings, what would you draw right now?
4. What do you think you will dream about tonight?
5. What sounds do you like?
6. If you could spend a whole day outside, what would you do?
7. What can be used to build the strongest tower?
8. Do you think animals talk to each other?
9. Describe the best day of your life. What are you going to do? What needs to happen to make this day special?
10. What is the best animal to ride?
11. Do you like it when other people share things with you? Why?
12. Who is your favorite fairy-tale character?
13. What will you do if you want to do something on your own, but you need adult help?
14. If each family member had a different name, what would you call them?
15. What can make you happy?
16. If you could do anything right now, what would you do?
17. If you had your own dragon, what would you name it?
18. What would you like to do with your family?
Questions for preschoolers
1. Have you ever thought about calling colors differently?
2. What is the funniest character in a book or cartoon?
3. If you had your own store, what would you sell?
4. If you were a superhero, what would your name be and what would your superpower be?
5. If you could grow any plant in your yard, what would you grow?
6. What do you like to share with people?
7. What made you smile or laugh today?
8. Imagine yourself as a chef. Tell me about your restaurant. What kind of food does it serve?
9. Where would you like to visit? How would you get there?
10. If you could ask an animal any question, what would it be?
11. What do you think is the best thing in nature?
12. If you were a photographer for one day, what would you photograph?
13. What makes you anxious?
14. Do you have any ideas for inventions?
15. Would you be interested in learning a foreign language?
16. If you could come up with a new holiday, what would it be?
17. What is the most unusual thing you have eaten in your life?
18. Come up with three new traditions for the whole world (or for aliens from another planet).
19. What rule would you set in your house?
20. What makes some people smart?
Questions for school children
1. What do you like to dream about?
2. Tell me something about yourself that I don’t know.
3. What do your friends like to do?
4. What memory makes you happy?
5. What do you expect from a new day when you wake up in the morning?
6. What is the first thing you do when you go to the beach?
7. What makes you feel brave?
8. How do you know that you are loved?
9. How do you show concern for people?
10. If you could donate 100 UAH to charity, what exactly would you donate it to?
11. If you could build any hut, how would you design it?
12. If you could write a book, what would it be about?
13. If you could come up with a new design for clothes, what would they look like?
14. What is your favorite way to help others?
15. What makes you feel grateful?
16. If you were to build a dugout in the forest, how would you equip it?
17. What makes you feel tense?
18. What character would you like to play in a play?
19. What makes your friends cool?
20. What makes you cool?
21. What are three things you want to do this summer?
22. If you had friends all over the world, how would you communicate with them?
23. If you were performing in a circus, what would your number be?
24. If you were a teacher, what would you like to teach your students?
25. If your friend asked you to keep a secret and you felt uncomfortable doing so, what would you do?
Don’t worry if your child doesn’t rush to answer your questions right away. Do not force him to answer and do not rush to move on to a new question. Allowing your child to take their time will show that you are genuinely interested in their answers, rather than automatically asking.
30 funniest questions you can ask your child coming home from school usually leave your child completely indifferent.
But since you really want to know about his life outside the home, you can try to get him to talk with the following out-of-the-ordinary questions. We bring them to help all parents of schoolchildren, and at the end – instructions for use.
Photo
Getty Images
1. If you could start the day over from the beginning, what would you do?
2. What would you like to forget about today?
3. If you had a camera with you, what picture would you take at school today?
4. What book is your desk mate reading now?
5. Which of your classmates would you like to become friends with?
6. Does anyone in the class have parents who work in another city? What can be done to help such a family?
7. What books are currently displayed in the book review in the school library?
8. Who suggested the most interesting game during recess?
9. Who is the best artist in your class and what interesting thing did he draw recently?
10. Who made you laugh in class today? How?
Photo
Getty Images
11. Who in class made you sad today? Why?
12. Did anyone sit alone at dinner today in the canteen? What can you do if this happens again tomorrow?
13. Did anyone play alone at recess today? What can you do if this happens again tomorrow?
14. If your teacher had a large sum of money to improve the classroom, what do you think she would spend it on?
15. What kind of pet would you have in your class if it was allowed?
16. Who in your class would make the best teacher?
17. Who in your class would make the worst teacher?
18. If you had to teach a lesson tomorrow, who would you take to help?
19. What other profession did or did not suit your teacher at all?
20. What rule did you almost break today? Why didn’t you break it?
Photo
Getty Images
21. What rule do you think the teacher should add? Which one to cancel?
22. What is missing in your school playground?
23. Which adult student made you laugh at school today, and what exactly did he say?
24. Did you hear a good joke today? Tell it to me.
25. What did your teacher do on weekends? Do not you know? Ask her about it next Monday.
26. What did you learn today that you can ask Google about?
27. What would you like to know but didn’t know today?
28. If you could teach tomorrow, what subject would you teach all day?
29. Tell me about your plans for tomorrow that might make someone else happy.
30. What would you like to do at school tomorrow?
It will be interesting if you write these or other questions on cards that you put in a large bowl.
Montessori Preschool Child Care is a child care facility located at 2829 13th Pl. Forest Grove, OR. They offer services for children from 3 months up to 5 years of age. They support the child’s naturaltendencies to discover their own personality, talents and needs….
Somer’s Daycare
2822 Maywood Dr, Forest Grove, OR 97116
Costimate: $158/wk
Description:
Busy Little Bees Preschool & Day Care offers a safe and trusting environment for children ranging from preschool to school age. Their loving caregivers cultivate your child’s social and cognitive skills. Theyprepare the child’s future success….
Description:
Little Tikes Day Care is a licensed childcare and learning facility that caters to children ages one month to ten years old. The facility is open from Monday through Friday 6:00 AM to 5:30 PM, providingchildren with care and education in an environment that supports growth and development. This childcare facility can accommodate sixteen children comfortably….
Description:
Lil’ Em’s Childcare is a certified childcare provider that serves the community of Forest Grove OR. It offers a warm and friendly environment and provides age-appropriate learning activities that fosterholistic development among children, from infancy to school-age. The center operates Mondays through Fridays from 6:30 AM until 5:30 PM….
Quality Care
1150 Hartford Drive, Forest Grove, OR 97116
Costimate: $158/wk
Description:
In home childcare where children are taken care of while parents are at work.
Somer’s Daycare
2822 Maywood Dr, Forest Grove, OR 97116
Costimate: $158/wk
Description:
Hi my name is Somer and I am looking to add more children to my group! I am a stay at home mother of 3 wonderful boys ages 11, 8 and 3. I have been providing childcare for 8 years in a state registered,cleanfamily environment. I have a large backyard, live next to a few parks and try to take the kids on outings to the Zoo, Papas Pizza and other places as often as I can. I am open Monday threw Friday from 5:30am to 5:30pm. I offer competitive rates and accept DHS.
I would love to meet with you an your child/children to discuss your care needs. Please feel free to contact me with any questions or inquires.
Thank You…
Description:
The Montessori Elizabeth Perry School in Forest Grove, Oregon, provides a quality, developmentally appropriate educational opportunity for children. The school serves children of all ages that provides themwith a balance of child-initiated and teacher-initiated activities. The school’s program aims to develop the whole child and his/her physical, social, emotional and intellectual growth….
Showing 1 – 10 of 10
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FAQs for finding daycares near you in Forest Grove, OR
What are the benefits of daycare near me in Forest Grove, OR?
Daycare centers near you in Forest Grove, OR offer a number of benefits to both children and their parents or guardians. For the kids, daycare is an opportunity to learn coping and social skills, explore the world, and form relationships with other children – all while staying active and stimulating their minds with educational activities. For parents and guardians, daycare often provides peace of mind that their children are supervised in a safe and nurturing environment with skilled professionals on board to tackle responsibilities such as discipline, problem solving strategies, and nutrition. All in all, daycare is a valuable resource for families by providing quality childcare and early childhood education services.
What services do daycare centers offer near me in Forest Grove, OR?
Daycares near you in Forest Grove, OR provide a range of services that allow children to grow and develop in safe, secure environments. Daycare centers are staffed by qualified professionals who create a caring atmosphere that teach kids lessons fundamental to their well-being, and typically include activities such as playtime, meals, and learning opportunities designed to prepare young minds for the world ahead.
What should I look for in a daycare center near me in Forest Grove, OR?
Finding the right daycare center near you in Forest Grove, OR for your child can be an overwhelming experience, but the process can be streamlined with a clear understanding of what to look for. It’s important to consider factors such as certification and accreditation, as well as any health and safety protocols that are in place. Factors such as cost, accessibility, and the quality of care provided are sure to be top of mind as well, and ultimately, selecting the best daycare center will depend on finding one that meets your expectations and your child’s specific needs.
What questions should I ask when looking for a daycare for my child near me in Forest Grove, OR?
Some questions you might consider asking daycare centers near you in Forest Grove, OR include: What are the teacher-to-child ratios? What types of activities do you plan as part of the daily program? Is there an outdoor play area and what safety regulations are in place regarding that space? How often is communication provided to parents regarding their child’s progress or issues that arise? Be sure to ask specifics about any policies related to enrollment fees, tuition payments, health and vaccination requirements and anything else that is important to you and your family as well.
Preschools in Skagit County | Schools | Schools, Camps & Classes
Updated 11/29/2022
It’s time to stop Googling “preschools near me” because if you’re looking for a preschool near your home or workplace in Skagit County LOOK NO FURTHER! The Skagit County Preschool Directory is listed by city to make it easy to find the best preschool for your family.
When you find a preschool that you are interested in, give them a call to schedule a tour and watch the teachers in action. The wonderful preschools we have in Skagit County fill up quickly, so do not wait to register your child!
1321 E. Division Street Mt. Vernon, WA 98274
(360) 428-3912 https://www.icrsweb.org/
Preschool – Full Day and Half Day Options
The ICRS Kindergarten readiness program for 4-year-olds focuses on preparing children socially, academically, and spiritually, in a loving environment as they prepare to transition from preschool to kindergarten.
Parent Testimonial: “As parents that are also educators, we feel that ICRS is an investment in our child’s future. We see 8th grade graduates leave ICRS knowing how to “student” and they out-perform their peers in high school academically and socially. We were happy to send our child to kindergarten knowing the potential to be involved in service projects, outdoor education, and STEM programs that are available to him beyond the outstanding academic and religious curriculums.” ~Kiera W.
730 N. 16th Mt. Vernon, WA 98273
Phone: (360) 428-8945 Website: pfkids.org
6:30am – 5:30pm Monday – Friday Full & Half Day Programs Young Preschool Programs (12 months-3 years) Preschool/PreK (3-5 years)
Our curriculum is focused on providing a foundation for children to learn and grow in a safe and loving learning environment.
Parent Testimonial: “Promising Futures has changed my mind about daycares. As I became a mom I didn’t want my kiddos in the daycare system. Quickly learning that wouldn’t be an option I looked for child care centers. Promising Futures was the one I fell in love with. Mackenzie and staff set a standard of excellence. Their staff is remarkable, caring and loving. They don’t only care about the children but also their families as a whole. I would choose Promising Futures a thousand times over.” ~Raven B.
301 S. 18th Mt. Vernon, WA 98273
(360) 421-0800 This email address is being protected from spambots. You need JavaScript enabled to view it. http://www.tlcmv.com/preschool/
The preschool curriculum is based on developing the “whole child”. Children are given opportunities to excel in many different areas throughout the day.
3 year old classes: T,W,Th 9-11:15
4 year old classes: M-F 9-11:30
3/4 year afternoon: T,W,Th 11:30-2:30
Toddlers: T,Th 9-10:30/9-11:15
Parent Testimonial: “TLP offers a Christian based, engaging, action packed learning program with caring, compassionate staff! From the time we did our initial visit, Teacher Julie and her staff were so welcoming and supportive! I wholeheartedly recommend TLP after having two children attend! My children’s readiness for Kindergarten is a true reflection of TLP!” ~Kristen
100 Valley Mall Way Mt. Vernon, WA 98273
(360) 424-3533 https://www.thelearningladder.com
We offer Stability, Safety, Experience & Affordability and have been serving the Mount Vernon area since 1996. We are committed to providing the best staff and security in the county!
Infant & Toddler Programs
Preschool Programs School Age Programs including before & after school care, holiday care and summer camps
Parent Testimonial: “Awesome place! Caring staff and owners. It’s a second home in all the best ways.” ~Lucas S.
730 S. Anacortes Street Burlington, WA 98233
(360) 770-9282
Children at Little Sprouts Preschool experience learning through play. Each week has a different theme with a hands on approach. Art and music are included in the curriculum. Students gain needed skills in a Christian environment. A small class size of 12 is emphasized with two or three teachers per class.
3’s Preschool Class Pre-K – 2 days per week Pre-K – 3 days per week Kindergarten Readiness – 3 days per week
Parent Testimonial: “My daughter absolutely loved Miss Lisa and had the best time at her preschool. She learned so much. It was such a wonderful place for my daughter. She was very Kindergarten ready by the end of Little Sprouts’ program. I highly recommend kids going to preschool here.” ~Heidi W.
730 N. 16th Street Mount Vernon, WA 98273
(360) 420-9749
Preschool (3’s & 4’s)
AM Session: Monday, Wednesday & Friday 8:30 – 11:15
Our focus is on providing an affordable, safe, high quality, Christ-centered and Bible based education. Students learn that God’s love is woven throughout the curriculum. Learning should be fun!
Parent Testimonial: “Preschool with Ms. Manhardt has been such a blessing to our four-year-old, Charlotte. She looks forward to preschool every week because she absolutely adores her teacher and classmates. She learned to write her name and identify letters super quick. She has worked on the most creative crafts/science projects. Ms. Manhardt plays the guitar for her students and they sing the sweetest songs together. Her love for Christ is evident in her teaching and she makes learning so fun with her kind and nurturing spirit. I don’t know what we are going to do in the summer without her.” ~Heather
118 N. Ball Street Sedro-Woolley, WA 98284
(360) 856-1851
North Cascades Child Development Center is licensed through the State of Washington and is an Early Achievers participant. NCCDC offers care for children 12 months to 12 years old. NCCDC is owned and operated by North Cascades Christian Fellowship as an extension of our children’s ministry program.
Our mission is to assist parents in our community by providing a loving, safe and affordable high quality child care that focuses on a child’s physical, intellectual,emotional and spiritual growth. NCCDC seeks to hire the best qualified staff to provide the most excellent care possible and by doing so creating a nurturing environment that is developmentally appropriate.
Parent Testimonial: Dropping my kids at NCCDC is like leaving them with family. I know they will be watched over, cared for, and loved until I return.” ~Kari K. NCCDC Parent of 2
1505 Roosevelt Avenue Mt. Vernon, WA 98273
Office: (360) 428-2884
Cell: (360) 333-7731 This email address is being protected from spambots. You need JavaScript enabled to view it.
All day childcare M-F 7:45am-4:45pm
You can also choose just AM or PM sessions:
8am-12pm or 12pm-4pm
The Dual Language Early Learning Center provides a quality educational program and focuses on the second language immersion of early stages of education. They offer quality care for the individual needs of each child. They encourage curiosity and provide innovative programs that serve and support children and families and create a positive and safe environment that encourages children to take risks and become innovative and confident lifelong learners. They create a positive work environment that encourages professional growth & continued education for our staff.
Currently enrolling ages 12 months – 6 years in their AM, PM, and all-day childcare and preschool. Call today to schedule a tour and register your child.
Parent Testimonial:
900 McLean Road Mt. Vernon, WA 98273
(360) 419-7282
This email address is being protected from spambots. You need JavaScript enabled to view it.
M-F 5am-7pm
Small World Child Development is a bilingual program serving children: infants (1 month) to school-age (12 years). Small World believes that every child has a unique and special gift. Their bilingual programs are developed to encourage creativity while fostering skills for success at home, school, and life. Small World believes in building community. They welcome and support our rich and diverse community.
Parent Testimonial:
1830 S. 13th Street Mt. Vernon, WA 98274
(360) 588-6977 Director: Cindy Keele @ This email address is being protected from spambots. You need JavaScript enabled to view it. Preschool Teacher: Bailey Rauch @ This email address is being protected from spambots. You need JavaScript enabled to view it.
M-F 5am-7pm
North Cascades Christian Fellowship Preschool is a faith based and academically focused preschool program at our Mount Vernon Campus. We believe that children are a heritage and reward from God, that children are made in God’s image, and that He has a special plan for each life. The curriculum and program at NCCF Preschool includes stories from the Bible, biblical concepts, values, and songs with religious content. We encourage kindness, thankfulness, helpfulness, sharing, and good moral standards. It is our mission to provide a safe & loving Christ centered environment for children to develop academic kindergarten readiness skills and tools for a lifelong love of learning.
Children are presented learning experiences in the following areas: Social & Emotional Cognitive, Language & Literacy, Fine Motor, Gross Motor, and Spiritual Development.
Parent Testimonial: Dropping my kids at NCCDC is like leaving them with family. I know they will be watched over, cared for, and loved until I return.” ~Kari K. NCCDC Parent of 2
415 S. 18th Street Mt. Vernon, WA 98274
(360) 419-5419 Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
M-F 7am-5pm 2.5-6 year olds
At Skagit Art Preschool, we aim to provide a comprehensive and robust experiential education for all of our little friends – who we affectionately refer to as Saplings. We believe our children are complete and whole people, capable of extraordinary things, and that our work as teachers is to lay a strong foundation that will create lifetime learners who value and appreciate the arts.
We serve primarily working families and accept DSHS and WCC in addition to private pay funding. We are an inclusive school and welcome a very diverse group of families within our classrooms, and have a strict non-discrimination policy.
Parent Testimonial: “We are so happy we found SAP. By the second day, everyone (even teachers from the other rooms) greeted our daughter by name. I love that I can stop by at any time and see what my child is doing. The staff is professional, approachable, and the opportunities for parents to get involved has helped make our solution to childcare feel more like a community. After all, it takes a village, and we found our village with SAP!” ~Carlyn K.
3523 E. College Way Mt. Vernon, WA 98274
(360) 873-8204 Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
M-Sat 6:30am-5:30pm 2.5-6 year olds
Parent Testimonial: I have known the center for eight years, where my eight-year-old son also went when he was little, and now my two-year-old son attends. They accommodate and are flexible to our needs, I will say 5 star! ~Sandra
Preschools in Anacortes
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Washington State Programs & Special Needs
A teacher who let a six-year-old girl with someone else’s grandfather go from kindergarten on Krylenko Street was brought to disciplinary responsibility – July 18, 2023
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A teacher who let a six-year-old girl with someone else’s grandfather leave the kindergarten on Krylenko Street has been disciplined. This was reported to Fontanka on July 18 in the press service of the Nevsky District Administration.
“An internal pedagogical investigation was carried out into the incident. The teacher has been disciplined. The fact that the employees of the kindergarten, working on the first day on duty, were not familiar with the parents of the child is not a mitigating circumstance, ”the administration said.
Teachers were also given additional briefing on how to comply with the safety measures for the stay of pupils in duty groups.
Incident, we recall, occurred the day before. Grandfather accidentally took home not his granddaughter. The namesake of the girl was handed over to the man, and she allegedly recognized him as her grandfather. While the man was sorting out and walking back, the parents of the first child had already managed to get scared. The kindergartener was reported missing by calling 112, and the police arrived at the scene and inspected the surroundings. After almost 2 hours, the girl was returned. Thus ended the first day of work of kindergarten No. 27 in the duty format. Nobody filed a police report.
More news in our official telegram channel Fontanka SPB online . Subscribe to be the first to know about important things.
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A voice recorder in a toy helped reveal the horrors of a kindergarten — 07/18/2023 — Articles on REN TV
In Krasnogorsk, Moscow Region, a scandal erupted around a kindergarten in which pupils are allegedly bullied. Parents began to suspect something when the kids became afraid to go to the teachers.
To find out what is really happening in the group, one of the mothers went to the trick. The reality simply shocked her, because her son was scolded and punished for trifles, like other children. How it was possible to find out the truth, our correspondent Khairbek Almakaev found out. Details – in story REN TV .
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Kindergarten near Moscow is suspected of bullying kids
“Squeezing the neck”: children talk about teachers and are afraid to go to kindergarten
“Squeezing the neck”, – 90 150 says little Milena.
“Who?” – asked her.
“Evgenia Vasilievna”.
“Did Evgenia Vasilievna squeeze your throat?”
“Yes. Strong.”
Little Milena, shedding tears, refused to go to kindergarten, telling her mother that her teacher was strangling her. Svetlana Stenkina did not immediately believe in what had happened. But the very next day I saw messages from other parents.
“Tima doesn’t want to go to the kindergarten. Hysteria. Let’s go… Our group is there, he categorically does not want to go there. And he runs to the exit” – this video was sent to the parents’ chat by another anxious mother – Tatyana Loginovskaya.
She herself witnessed the abuse of her son. Now little Timothy is afraid of the teachers like fire and does not want to stay in the same room with them.
“I saw through the glass in the kindergarten how the nanny attacked my child and aggressively pushed him away, somehow threw him away.
Milena and Timofey went to the same speech therapy group of kindergarten No. 17 in the city of Krasnogorsk. They were taught by teachers – Irina Tsekhanovskaya and Evgenia Sidorova. Most of the children had delays in speech development. Children could not even talk about their problems in kindergarten.
What we learned thanks to the voice recorder hidden in the toy
Svetlana decided to look into the situation: she sewed a voice recorder into her daughter’s favorite soft toy. The audition lasted two days. Imagine the surprise of the mother when she heard the recording.
“What I heard there was just shocked. They covered it with a three-story mat. To be honest, I’m shocked that kindergarten teachers can express themselves like this. Let’s say Sidorova used in her vocabulary:” Eat, tattered goat”, “Like dead”, “Feet otor woo”, “I’ll beat you”, – said Svetlana Stenkina.
Any request from children caused a stormy and sometimes inadequate reaction from teachers. After that, according to the parents, they were severely punished – put in a corner or left to sit by an open window during the cold season. Rough treatment was tolerated by children, who, on the contrary, should have been treated with special trepidation – some of them have a diagnosis of autism.
“I want compote” – asks for a child’s voice on the recording.
“Wait, you see, my hands are full. I can ***** compote … Yes, now *** , I’ll pour it straight,” , a female voice answers.
Adults often called pupils names. This can be clearly heard on the recordings from the dictaphone. And at times, the teachers used completely non-pedagogical methods, frankly intimidating the children.
“Look again, I’ve just corrected it. Natalia Olegovna will come soon. She’ll kill you, *****” – a female voice is heard on the recording.
“Are you out of your mind?”: comments from the kindergarten staff
Journalists at REN TV managed to meet the same supply manager who frightened the children. The woman is courteous with us, and denies the accusations against her.
“Why does Tsekhanovskaya scare children with you?” – asked her.
“I was also upset that they scare children with me. Although I only look after the cleanliness of the employees who clean up, that’s all,” she said.
It was not possible to communicate with other employees of the garden. A guard came to their defense.
“Did you see children being bullied in kindergarten?” – asked him.
“Are you out of your mind at all? Do you say such things? Do you have any idea or not?” – said the guard.
Parents complained about the teachers to the kindergarten management and the education department.
“Based on the facts stated in the appeal, the education department conducted an unscheduled on-site inspection. At the time of the inspection, the junior educator indicated in the appeal was fired. A disciplinary sanction was applied to the educator indicated in the appeal,” Anna Chernobrovkina, head of the education department of Krasnogorsk, commented on .
However, the victims intend to bring the offenders of their children to justice. And they have already written statements to the prosecutor’s office.
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Evaluated the possibility of holding educators liable
Lawyer Aleksey Dedenok noted that educators may be held liable, including criminal liability.
“This is mainly due to the fact that a child in a children’s institution or school begins to be beaten, hands are raised.
During preschool, a child’s brain is rapidly developing, and the more opportunities children have to think and explore, the better! Simple, everyday activities and interactions that focus on “brain work” are vital to a child’s cognitive development. Cognitive development refers specifically to the ability to learn, think, and problem solve. For a little activity inspiration, we’ve outlined simple suggestions that will have an enormous and positive impact on your preschooler’s developing mind.
Cognitive Activities for Preschoolers
There is no shortage of options for cognitive activities for preschoolers. Play based activities, exploration, reading, singing, and asking open-ended questions all strengthen a child’s math and science skills, grows their curiosity and recognition, strengthens executive functions like attention and reason, and helps them understand how they fit into the world. Not to mention, when you work on skills together in meaningful ways, you also deepen the connections between you and your child or students.
Memory Matching Game Activities
Memory games are a great way to build recall, concentration, and attention in preschoolers. The play-based nature of such games would never give away the fact that kids are learning so much while having fun! You can create simple memory games with a few classroom or household items:
Matching card games: Grab a deck of cards and spread them on a flat surface, face down. Create the rules of the game together, are you going to find matching colors, numbers, or pictures? Let children take turns choosing any two cards to look for a match, like two queens. Take turns going back and forth. The act of creating a rule and searching for the match relies on children remembering where they have seen each picture in previous turns.
Magic cup game: Get three cups or bowls and one small rubber ball or any other small item that you’d like. Place the ball or item under one cup, allowing the child to see which cup the ball is under. Then, scramble the cups around. Ask the child to point to the cup with the item. Did they find it? Great! Start from the beginning. If not, that’s great too! Keep going and offer lots of positive encouragement. You can also choose three different color cups, or bowls or other variable to help simplify the game.
Puzzles
Puzzles, in all their variety, are an excellent activity to help promote essential skills and capabilities such as:
Memory
Fine motor skills
Spatial awareness
Problem solving
Differentiation between patterns, shapes, pictures
Logical reasoning
Whether you are in the classroom or at home, make puzzles freely available for open play or structured time throughout the day. You can sit down with children and strengthen their vocabulary and ability to solve problems logically by working on a puzzle together. Another option, perhaps when you’re on the go, is to dive into visual puzzles with online puzzles for preschoolers.
Singing, Rhyming, And Finger Play
Everyone knows a song with a rhyme makes for a very good time! Rhyming stories and songs build cognitive skills in children by introducing and expanding the rules of language, strengthening concentration, growing vocabulary, and even self-confidence. Adding finger play actions also helps to boost memory and motor skills. Gather round and a choose a song for a skills-building sing-along:
“ABC’s Song”: Allows children to remember the alphabet
“Head and Shoulders”: Helps children follow directions
The Itsy Bitsy Spider: Builds memory
If you have extra time, you can even try a Create Your Very Own Guitar Craft to accompany your sing-alongs and help benefit your child’s development.
Additional Resources
QSSB is a resource for parents and providers alike, with activities, information, a community supports to help children grow and develop in the first 5 years. Search parent/caretaker and early childhood provider resources here for more on development and skill building.
Cognitive development – Tips and tricks
Your daily activities help cognitive development both consciously and unconsciously. Whether children use logic to sort, classify, or create patterns, or creativity and language to acquire new knowledge, I hope to help you diversify your activities by breaking down this aspect of development. Here is a list of its components which includes clear and simple examples.
Sorting: the ability to divide and group objects according to precise criteria. Color, size, and shape are common criteria.
Classification: the ability to create groups or families with sub-categories. For example, classifying toys could mean dividing them into two groups, indoor toys and outdoor toys. Food can be classified according to the four food groups.
Creating series: the ability to create logical series. For example, objects can be placed in ascending or descending order, stories can be recreated, etc.
Creativity: the capacity to imagine. Inventing stories and finding solutions are great examples.
Acquisition of new knowledge: learning to count, recognizing colours, etc.
Here are activity suggestions and the material required to develop this sphere:
ACTIVITIES FAVOURING COGNITIVE DEVELOPMENT
Rhymes
Telling stories and asking questions afterwards
Constantly speaking to babies. Describing your every move.
Initiate interaction by imitating babies’ sounds
Play explorer. Reproduce familiar sounds such as animals.
Invent stories with children
Visit the library
Refer to books to answer children’s specific questions about a subject
Memory game
Find rhyming words
Invite a guest to speak about his/her profession
MATERIAL FAVOURING COGNITIVE DEVELOPMENT
Poster
Photo album
Tape recorder
Surprise box
Calendar
Audio cassettes or CD’s
Puzzles
Chalk
Pencils and crayons of all kinds
Clock
Picture book
Musical instruments
Construction or building games
Dominoes
Board games
Manipulation games (Mr. Potato Head, lacing, etc.)
Sound games
Plastic, felt, or cardboard letters
Books
Typewriter or computer keyboard
Puppets
Material to create patterns
Objects which fit into each other
Craft material
Recycled material (toilet paper roll, Kleenex boxes, etc.)
Scientific material
Computer science material (CD-Roms, Internet, etc.)
Objects which can be used to pour and transfer from one container to another
Computer
Modeling dough
Paint
Paintbrushes
Pictures
Magazines and catalogues
Chalkboard
Telephone (real or pretend)
PSYCHOMOTOR DEVELOPMENT
My goal is not to give you an exhaustive course about this sphere of development but I hope to give you tools to better understand it. I feel this can be helpful for planning your activities and give you ideas. To begin, here is a breakdown of psychomotor development:
Sensorial and perceptive organization: the five senses. Touch, taste, smell, hearing, and seeing.
Global motor skills: posture, non-locomotor movement (throwing a ball), locomotor movement (running and jumping).
Fine motor skills: activities which solicit small muscles in the hands (drawing, lacing, buttoning, etc.)
Prehension: capacity to seize objects with our hands.
Lateralization: involves the two sides of the body (left and right).
Temporal and spatial organization: capacity to orient oneself in space and in time (near and far, present and future).
Dissociation: moving only one part of the body at a time with a great deal of control (only your index finger for example).
Coordination: a series of movements a child is able to perform (ride a bicycle, pedal, and hold the handlebars).
Muscle tone: capacity to contract and relax muscles.
Balance: hold a stable position for a few seconds.
Once again, here are two lists which can be very useful.
ACTIVITIES FAVOURING PSYCHOMOTOR DEVELOPMENT
Obstacle courses
Ball games (rolling and throwing)
Playground
Different types of races (backwards, with obstacles, relay, etc.)
Dancing
Imitating animals
Walking on hiking trails or pedestrian paths
Building blocks
Crafts
Naming body parts
Tag
Stop and start games (statue, musical chairs, Simon says, etc.)
Exploration games (hide different objects in sand, mud, Jell-O, etc. )
Hide and seek
Hopscotch
Treasure hunt
MATERIAL FAVOURING PSYCHOMOTOR DEVELOPMENT
Water table
Sandbox
Balls
Jumping ball
Blocks (different sizes)
Various sizes of cardboard boxes
Trucks
Hoola hoops
Jumping ropes
Large vehicles which can be pushed, pulled, or rode upon
Pull toys
Water or sand toys (shovel, bucket, moulds, etc.)
Stacking toys
Lacing toys
Mirror
Different sizes of containers with screw-on covers
Parachute
Small cars
Bowling game
Bubble solution and wand
Psychomotor structure for climbing (ladder, slide, etc.)
Tunnel
Scissors
Modeling dough
Finger painting
Crayons, chalk
Thank you to Geneviève Beaudet for her precious collaboration for this text.
Educatall team
Early childhood. cognitive development. | Consultation on the topic:
Early childhood: “Cognitive development”
Cognitive interest – a selective focus on the knowledge of objects, phenomena, events of the surrounding world, activating mental processes, human activity, his cognitive abilities. This is such a desire for knowledge and independent creative work, which is combined with the joy of knowledge and encourages a person to learn as much as possible about the previously unknown, to understand and assimilate. In the preschool period, the foundations of the future personality are laid, the prerequisites for the physical, mental, and moral development of the child are formed.
In the third year of a child’s life, objective activity becomes the leading one. By the age of three, the leading hand is determined in him and the coordination of the actions of both hands begins to form. With the emergence of objective activity based on the assimilation of precisely those modes of action with an object that ensure its intended use, the child’s attitude to surrounding objects changes, the type of orientation in the objective world changes. Instead of the question: “what is this?” – when confronted with a new object, the child has a question: “what can be done with this?”. At the same time, this interest is expanding enormously. So, with a free choice of objects and toys, he seeks to get to know as many of them as possible, involving objects in his activity. In close connection with the development of objective actions, the child’s perception develops, since in the process of actions with objects, the child gets acquainted not only with the ways of using them, but also with their properties – shape, size, color, mass, material, etc. Children develop simple forms of visual-active thinking, the most primary generalizations, directly related to the selection of certain external and internal features of objects. The transition to a more complete and comprehensive perception occurs in the child in connection with the mastery of objective activity, especially instrumental and correlative actions, during which he is forced to focus on different properties of objects (size, shape, color) and brings them into line according to a given attribute.
In relation to more difficult tasks, a young child may remain at the level of chaotic actions, without any regard for the properties of the objects with which he acts, at the level of actions with the use of force, which do not lead him to a positive result. In relation to tasks that are more accessible in content and closer to the child’s experience, he can move on to practical orientation – to problems that in some cases can provide a positive result of his activity.
The development of speech during this period is especially intensive. Mastering speech is one of the main achievements of a child of the third year of life. If by the age of 1 year the child comes almost completely without speech, having 10-20 babble words in the dictionary, then by the age of 3 his dictionary has more than 400 words. Throughout the early years, speech becomes increasingly important for the entire mental development of the child. It becomes the most important means of transferring social experience to the child. Naturally, adults, guiding the perception of the child, actively use the name of the properties of objects. The emergence of speech is closely related to the activity of communication, it appears for the purposes of communication and develops in its context. The need for communication is formed with the active influence of an adult on a child. A change in the forms of communication also occurs with the initiative influence of an adult on a child. Thus, in early childhood one can note the rapid development of the following mental spheres: communication, speech, cognitive (perception, thinking), motor and emotional-volitional spheres.
The development of cognitive needs is not the same in different children. For some, it is expressed very clearly and has, so to speak, a “theoretical” direction. For others, it is more related to the practical activity of the child. Of course, this difference is primarily due to upbringing.
It should be noted that there are two main lines in the cognitive development of preschool children.
1. Gradual enrichment of the child’s experience, saturation of this experience with new knowledge and information about the environment, which causes the preschooler’s cognitive activity. The more aspects of the surrounding reality that open up before the child, the wider his opportunities for the emergence and consolidation of stable cognitive interests.
2. This line of development of cognitive interests is the gradual expansion and deepening of cognitive interests within the same sphere of reality.
At the same time, each age stage has its own intensity, degree of expression, content orientation of knowledge. By the age of three, children accumulate quite a lot of ideas and knowledge about the surrounding reality. However, these views are practically unrelated. The child is only trying to establish relationships between representations. During this period, the foundations of the aesthetic perception of the world are laid. Ways of sensory cognition are being actively formed, sensations and perceptions are being improved. The object of knowledge is not only objects, their actions, but also the signs of objects (color, shape, size, physical qualities). This knowledge helps children to compare objects and phenomena according to one attribute or property and to establish relationships of similarity – identities and differences, to carry out classification.
Two main factors determine cognitive activity as a condition for further successful learning: the natural curiosity of children and the stimulating activity of the teacher. The source of the first is the consistent development of the child’s initial need for external impressions as a specific human need for new information. Through the uneven mental development of children (temporary delays and deviations from the norm), the difference in intellectual abilities and mechanisms, we have a significant variability in the development of the cognitive activity of a preschooler.
In the third year of life, a child, with the help of adults, learns how to use objects. In addition to objective actions related to everyday activities, a large place during this period is given to teaching children how to handle didactic toys (pyramids, cubes, liners). As well as instrumental actions – the ability to use simple objects-tools: a stick to bring a distant object closer to oneself, a net for catching floating toys, a shovel and a shovel in the game with sand and snow. In the process of mastering actions with objects, the sensory development of children occurs, improving the perception of objects and their properties (shapes, sizes, colors, positions in space). First, according to the model, and then according to the word, the child can choose from two or three colored balls one of the required color or two or three nesting dolls of different sizes (sharply contrasting) to choose the smallest one. The perception of the environment becomes more accurate. In solving problems of sensory development, an important role is played by the selection of toys and aids of different colors, shapes, and materials. You should select objects that are contrasting in one of the signs, but similar in others (for example, balls, cubes of the same color, but different in size). The variety of objects and their properties attracts the attention of children, and the emphasized difference and similarity of features deepens and refines perception. During the wakefulness of children, didactic toys should be placed on tables so that one type of didactic game is placed on each of them. It is important to ensure that small groups play at the tables – 2-3 children each, while each of them should be given a similar set of didactic toys. The inability of children of this age to play together and an increased interest in novelty can lead to conflicts if the game situation is not thought out by the teacher. When organizing the subject activities of children, it is necessary to ensure that each type of didactic aid is used by the child for its intended purpose; if he does not have the ability to act with a toy, the teacher teaches him using the method of passive movements. In order to avoid fatigue of children who play with the same toy for a long time and perform the same learned actions, they should be switched to activities with other toys. Teaching new actions, their complication, switching to other types of activities are the main points of organizing the subject activity of children by the educator.
Understanding the speech of others develops quite easily. It is enough to designate an object or action with a word several times, as the child remembers their names. This is due to his increased motor activity: he moves well around the room and on the site, encounters a large number of objects, things, sorts out, examines them. The work of the educator on the development of speech and orientation of the child in the environment should take place simultaneously. For this, it is necessary to use the actions of adults, various furnishings, the processes of feeding, toileting, etc. In communication with the child, one should name everything that surrounds him, interests and is understandable. When breastfeeding, you need to talk about food, when dressing, name parts of the body, clothes. It is important that everything that is talked about with the child is supported by his feelings, perceptions, and actions.
The problem of the cognitive development of preschoolers is one of the most relevant in child psychology, since human interaction with the outside world is possible due to his activity and activity, and also because activity is an indispensable prerequisite for the formation of the mental qualities of a person, his independence and initiative.
Thanks to the cognitive interest, both the knowledge itself and the process of acquiring it can become the driving force behind the development of the intellect and an important factor in the education of the individual. The best way for personal development, the real guarantee of high intelligence, is a sincere interest in the world, manifested in cognitive activity, in the desire to use every opportunity to learn something. A child is born with an innate cognitive orientation, which helps him adapt to new living conditions. Quite quickly, the cognitive orientation turns into cognitive activity – a state of internal readiness for cognitive activity. It manifests itself in search actions aimed at obtaining new impressions about the world around. With the growth and development of the child, his cognitive activity tends more and more to cognitive activity. In cognitive activity, cognitive interests develop and form.
Early childhood (from 1 to 3 years old) – Center for psychological, pedagogical, medical and social assistance
EARLY CHILDHOOD (from 1 to 3 years old)
Social situation of development
Early childhood – This is a period of 1 to 3 years. At this age, changes occur in personal development, the cognitive sphere, and the social situation of development.
Neoplasms of infancy lead to the fact that the relationship between the child and the adult changes, which in turn leads to the formation of a new social situation of development, which consists in the emergence of a joint activity of a child and an adult, and also in the fact that this activity becomes objective.
The essence of joint activity is the assimilation of socially developed ways of using objects, that is, an adult teaches the child to use the surrounding objects correctly, and also explains why they are needed and where they should be used.
The social situation of a child’s development at this age looks like this: “Child – OBJECT – adult”. As can be seen from this triad, the subject is important for the child. You can be convinced of this by watching how the child plays: he constantly looks at the object he is passionate about, be it a typewriter, chair, doll, spoon, etc. You may get the feeling that he doesn’t need anything else and no one needed, his attention is focused only on the object of passion. But this is not so, because without an adult, a child cannot master human ways of using objects.
Joint activity becomes objective, because the motive of this activity lies in the object itself and the way it is used. Communication at this age takes the form of organizing objective activity. In other words, it occurs at the moment of explaining the correctness of the use of one or another object. Communication develops intensively and becomes verbal, because mastering objects using only emotional coloring cannot be effective.
Development of the child’s cognitive sphere
Perception, thinking, memory, and speech develop at this age. This process is characterized by the verbalization of cognitive processes and the emergence of their arbitrariness.
The development of perception is determined by three parameters: perceptual actions (the integrity of the perceived object), sensory standards (the emergence of sensation standards: sound, light, taste, tactile, olfactory) and mapping actions. In other words, the process of perception consists in highlighting the most characteristic qualities, attributes, properties for a given object or situation; drawing up on their basis a certain image; correlation of these standard images with objects of the surrounding world. This is how a child learns to divide objects into classes: dolls, cars, balls, spoons, etc.
The process of cognition of the surrounding world begins to develop actively from the age of one. A child from one to two years of age uses different options to perform the same action, and from one and a half to two years old he has the ability to solve a problem by guessing (insight), i.e. the child suddenly finds a solution to this problem, avoiding trial and error method.
From the second year of life, the child’s perception changes. Having learned to influence one object on another, he is able to foresee the outcome of the situation, for example, the possibility of dragging a ball through a hole, moving one object with the help of another, etc. The child can distinguish between such shapes as a circle, oval, square, rectangle, triangle, polygon; colors – red, orange, yellow, green, blue, purple.
Due to the development of perception, by the end of an early age, the child begins to develop mental activity. This is expressed in the emergence of the ability to generalize, to transfer the experience gained from the initial conditions to new ones, to establish a connection between objects through experimentation, memorizing them and using them in solving problems. A one and a half year old child can predict and indicate the direction of movement of an object, the location of a familiar object, overcome obstacles on the way to achieving the desired goal. And after a year and a half there is a reaction of choosing an object according to the most striking and simple features: shape and color.
In early childhood, the development of thinking continues , which gradually passes from the visual-active into the visual-figurative, that is, actions with material objects are replaced by actions with images. The internal development of thinking proceeds in this way: intellectual operations develop and concepts are formed.
Visual-effective thinking arises by the end of the first year of life and remains leading up to 3. 5-4 years. At first, the child can abstract and highlight the shape and color, therefore, when grouping objects, he first of all pays attention to the size and color of the object. At the age of about two years, he identifies objects based on essential and non-essential features. At 2.5 years old, the child distinguishes objects according to essential features: color, shape, size.
A feature of thinking in early childhood is its indivisibility. The child, solving the problem, does not single out individual parameters in it, perceiving the situation as a complete picture.
The role of an adult in this case is to extract from the situation and analyze individual details, from which the child will then single out the main and secondary ones.
Visual-figurative thinking appears at the age of 2.5–3 years and remains the leading one until the age of 6–6.5 years. The formation of this thinking is associated with the formation of elementary self-consciousness and the beginning of the development of the ability for arbitrary self-regulation, accompanied by a developed imagination.
Development of memory. By the age of two, a child develops working memory. Light logical and thematic games are available to him, he can draw up an action plan for a short period of time, does not forget the goal set a few minutes ago.
Speech development. Up to a year, a child can already call a spade a spade. He has rich experience in learning about the world around him, he has an idea about his parents, food, environment, toys. And yet, out of the multitude of qualities contained in a word as a concept, the child at first assimilates only individual properties characteristic of the object with which this word was initially associated in his perception.
A one-year-old child reacts to words as to the situation as a whole. The word turns out to be associated with the situation, and not with the object representing it. The child carefully observes the facial expressions and gestures of the speaking adult, catching on them the meaning of what is being said.
At the age of 3, the child learns to use cases correctly, begins to use first one-word sentences, then, at the age of 1.5 to 2.5 years, can combine words, combining them into two-three-word phrases or two-word sentences, where there are both subject and predicate. Then, thanks to the development of the grammatical structure of speech, he masters all cases and is able to build complex sentences with the help of function words. At the same time, there is a conscious control over the correct pronunciation of speech statements.
After 1.5 years, the activity of independent speech and verbal communication is noted. The child begins to ask for the names of objects or phenomena that interest him. At first, he uses the language of gestures, facial expressions and pantomimes or a pointing gesture, and then a question expressed in verbal form is added to the gesture.
The child learns to control the behavior of other people with the help of speech. But a child between the ages of 2.5 and 3 years cannot follow the instructions of adults, especially when it is necessary to choose one action from several; he will be able to make this choice only closer to 4 years.
During the second year of life, the child begins to learn the verbal designation of surrounding objects, and then the names of adults, the names of toys, and only then – parts of the body, i.e. nouns, and by the age of two, with normal development, understands the meaning of almost all words related to surrounding reality. This is facilitated by the development of the semantic function of children’s speech, i.e., the definition of the meaning of a word, its differentiation, clarification, and the assignment to words of generalized meanings that are associated with them in the language.
By the age of 2, children have a clear understanding of the purpose of the household and personal hygiene items around them. They understand general questions that require a yes or no answer.
At about 3 years old, the child begins to listen attentively to what adults are talking about, loves when stories, fairy tales, and poems are read to him.
Until the age of 1.5, a child learns from 30 to 100 words, but rarely uses them. By the age of 2, he knows 300 words, and by 3 – 1200-1500 words.
The main tendencies in the development of the speech of a young child are as follows.
• Passive speech in development is ahead of active speech.
• The child discovers that each object has its own name.
• At the border of the 2nd and 3rd years of life, the child seems to intuitively “discover” that the words in the sentence are related.
• There is a transition from the ambiguity of children’s words to the first functional generalizations built on the basis of practical actions.
• Phonemic hearing is ahead of the development of articulation. The child first learns to listen to speech correctly, and then to speak correctly.
• Mastering the syntactic structure of the language.
• The functions of speech develop, there is a transition from the indicative (indicative) to the nominative (denoting) function of speech.
Personal education
In early childhood, along with the development of the cognitive sphere, personal development also takes place. First of all, the child’s personal socialization takes place, because, observing adults, he tries to imitate them: to do as they do, to behave as they behave in certain situations. The process of imitation goes through communication and interaction between an adult and a child.
Observing the behavior of people and imitating them becomes one of the main sources of personal socialization of the child.
An important role in the development of personality is played by the feeling of attachment, which is formed in a child by the end of the first year of life and continues to develop in early childhood. The reason for attachment may lie in the fact that adults satisfy the basic needs of the child, reduce their anxiety, provide a safe environment for existence and active study of the surrounding reality, form the basis for normal relationships with people at a more mature age.
When the mother is near the child, the child is more active and prone to exploring the environment. A positive assessment of the actions and personal qualities of the child by the parent forms in him a sense of self-confidence, faith in his abilities and capabilities. If a child is attached to his parents and they pay him the same, then he is more obedient and disciplined. If parents are friendly, attentive and strive to meet the needs of the child, then he develops a personal, personal attachment.
If a child is deprived of constant positive emotional contact with his mother or close people, then he will later have problems in establishing normal, trusting relationships with others.
Self-consciousness is formed in early childhood . The development of self-awareness will lead to the formation of self-esteem. Development of independence is noted. The phrase “I myself” is the best way to describe its manifestation. The child does not always want to be helped. Having mastered walking, he finds himself obstacles, obstacles and tries to overcome them. All this gives the child pleasure and indicates that he begins to develop such qualities as willpower, perseverance, determination.
At this age, many children show disobedience. When they are told that it is impossible to do this, they continue to do it their own way. Often this is due to the desire of children to know the world around them as quickly as possible.
From the age of 1.5, the child begins to realize his abilities and his own personality traits. A two-year-old child understands that he can influence people and achieve the desired goal.
We have seen our son grow so much in the year he has been at TopHat, particularly in his language and social skills. His teachers are warm and experienced and clearly take great joy in the progress our son has made. We have also been very grateful for the responsiveness and flexibility of the School Director. It is a great team.
My son joined TopHat at 4 months old. As a first time parent, I was nervous about it, but we were able to meet the Infant room teacher, Ms. Hiru and we felt more at ease. Over the year of our son being in the Infant room, Ms. Hiru has been absolutely incredible. She is always communicative with parents, works with the infants on their mobile and mental development, and maybe most importantly to me – she truly loves my son and makes him feel safe and cared for (sometimes he doesn’t want to leave!). We just love her!! Our son also spends some afternoons with Ms. Estella and she is fantastic too!
We appreciate all the teachers and admin at TopHat – it’s so nice to see other teachers and students know who our son is and enjoy interacting with him. In the front office, Patty is always quick to respond to emails and calls. If we ever have an issue, she is quick to sort it out and take action. There is also a monthly PTA meeting so parents know what’s happening at TopHat and an app so we can see photos and track our sons eating/napping progress throughout the day. We appreciate the community TopHat has built!
We had the pleasure of entrusting two children to Top Hat and cannot express enough how impressed we are with the exceptional care and nurturing environment provided by this daycare. From the moment we walked through the doors, we felt a sense of warmth and professionalism that immediately put us at ease.
The staff at Top Hat are truly amazing. Each and every member of the team exhibits a genuine passion for working with children, and their dedication to their profession is evident in the way they interact with the kids. They create a safe, loving, and stimulating environment that fosters growth, learning, and socialization.
Our children have thrived under their care, gaining confidence, developing new skills, and forming beautiful friendships.
The daycare facilities at Top Hat are top-notch. The premises are clean, organized, and designed with the safety and comfort of the children in mind. They have age-appropriate play areas, stimulating toys, and a variety of activities that engage children’s imaginations and creativity.
We wholeheartedly recommend Top Hat to any parent seeking an exceptional daycare for their child. This daycare has exceeded our expectations in every way, and we are incredibly grateful for the love, care, and support they provide to my child.
Our daughter is currently in the infant room and loves her teachers Ms. Marbely and Ms. Lilia. Every morning we drop her off, she has a huge smile on her face. The app gives us constant updates and even pictures of her throughout the day. We are very happy with our choice in daycare.
Our daughter has been at Top Hat from about 5 months old until her current age of 18 months. We love Top Hat and so does she. It’s a clean and safe environment, the teachers are friendly and always greet her with a smile, and the administration does a good job of communicating with parents. We have been very happy with our choice of daycare!
Our daughter is currently in the infant room and loves going to Top Hat each day. Ms. Marbely and Ms. Lilia are so loving and caring. The directors are also very thorough with email communications to parents. We have been happy with our choice in daycare so far
My two children have been to this daycare and we love it. My son has learned so much and he loves going to school. The teachers are caring and great. Ms. Patty is always available to answer any questions. We would definitely recomend Top Hat
My son truly enjoyed coming here but this place is anything but a Montessori. In fact it is a business and if your child is anything but normal according to their standards they will abruptly end caring for them.
Jessica Xu was an amazing director and a true advocate for children. She always saw the innocence in our son and knew that every child learns in his/her own way. Ever since she left we lost our son’s biggest advocate.
Out of the blue my wife was called to a meeting where the owner and acting director decided that our son was not a good fit for their environment. They suspected that our son has some form of ADD and was hindering the other children from learning. On their website under about us it clearly says “we work with children who have been diagnosed with ADHD.”
We decided to get our son an evaluation and even contacted our speech therapist for help. The speech therapist offered to give the school pointers on how to help our son focus. They agreed to give it a try and reevaluate after three weeks.
During the last week the acting director emailed my wife offering us an extension for another month. This gave us a glimmer of hope that maybe our son had improved in their eyes. We had been scrambling looking for a new place to no success so the month extension was a relief.
Less than 48 hours later my wife received another email from the acting director. They had rescinded the previous offer saying one of the teachers will be out for the next month and that his last day will be the end of the week. The least they could have done was contact us by phone. This felt like the equivalent to “break-up over text.”
Now we are left with no childcare after this weekend. If anyone out there has any recommendations please help us.
Unprofessional and untrustworthy administration. Maria Montessori would not be proud of this place. Do not send your children here, they only care about their business not your child.
My daughter likes her teacher and her classmates lot. The facility is clean and nice. They care about my child’s well-being. Definitely recommended this school.
The nurturey children’s center
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Program Goals and Commitment to Children and Families
To support and encourage each child’s positive self image through appropriate developmental practices.
To allow and encourage each child to make choices and decisions that are appropriate for the individual.
To provide a safe and caring environment.
To provide an environment free of ridicule and judgment.
To develop each child’s individual creativity, cognitive ability, spirit and desire.
To encourage each child’s interpersonal skills, development of relationships and respect for diversity of others.
To be a partner in education and foster lifelong learners.
To provide open communication and resources to families.
Who We Serve
The Nurturey serves children ages 6 months to 12 years of age.
We value the uniqueness of each child and embrace diverse backgrounds. All children have an equal opportunity.
The Nurturey does not discriminate against any child on the basis of race, color, national or ethnic origin, disability, or gender in admission, administration of its educational policies, or access to activities.
Tuition and Fees
Tuition
The Nurturey prides itself with quality care and education at an affordable cost. We are typically 40% less than our competitors! To get current tuition, please contact us via email or phone.
Discounts
We provide a 10% discount off for siblings – off the oldest child. Monthly accounts receive a 2% discount off the monthly total if tuition is paid on the first of the month (2% only applies to our full-time students)
Child Care Subsidy
The Nurturey accepts Maryland State Child Care Subsidy and Montgomery County Working Parent’s Assistance (WPA) to supplement the rates of our tuition.
Curriculum
The Nurturey uses the University of Maryland and the Maryland State Department of Education’s “Children Study Their World” curriculum in our preschool classrooms, and supplements it with “The Creative Curriculum” for our junior preschool programs.
Our dedicated staff fosters children’s exploration by allowing them to learn through play and providing opportunities to learn about the world around them and their place in it. The thematic units encourage investigation, problem-solving, and learning throughout the programs.
Testimonials
I absolutely love bringing my niece and nephew here. They come home so happy every single day. Just about every morning they spring out of bed because they know they’ll get to spend another day learning and enjoying themselves. They’re so well taken care of. If you’re looking for somewhere your children will be comfortable and safe this is definitely the right place for them.
A McCalla
My son loves, loves , loves Ms. Fatima . She is very consistent while teaching him. I definitely see improvement as far as his educational development goes. Ms. Vernessa is very understanding and will meet you where you are. The entire staff is very welcoming and makes my child feel like he belongs. I’d definitely recommend this center to anyone looking for care.
Tasha
As a parent, it’s important for me to know my child is safe, being cared for and learning; the Nurturey has provided all of those things to my daughter. As a former parent, my child’s current kindergarten teacher always asks about her education prior to kindergarten, because she’s so impressed of the advanced skills she displays. As our family grows, the Nurturey will definitely be our number one choice!…
Lamonda Martin
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Our Staff
Our Staff has a comprehensive background and are well versed in the field of Early Childhood Education. All of our Lead Teachers and Director are Credentialed by the Maryland State Department of Education (MSDE)
Ms. Vernessa
Executive Director
Ms. Karen
Head of School
Ms. Alyssa
Business and Financial Director
Mrs. Keshia
Assistant Head of School/Mentor Teacher
Ms. Fatima
Lead Teacher
Ms. Ayonna
Lead Teacher in Training
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9 grandma’s tips for caring for children that doctors ask you to forget about / AdMe
Researchers say that most modern grandparents do not update their knowledge of how to properly care for children during their lives. Guided solely by personal experience, the older generation often gives young parents recommendations that have long been recognized as outdated. And many of them are not safe.
At ADME , we have studied parenting forums and articles by practicing pediatricians to understand what irrelevant advice and statements most often hear moms and dads of newborns.
It used to be that it was necessary to swaddle newborns, because it helps to keep the baby’s legs in a straight position. Allegedly, without this, the bones will not be straight and the child will grow up with a clubfoot.
But pediatricians insist: swaddling not only does not straighten the legs, but also threatens with violations in the development of the hips. Wrapping children in cloth is only to calm them down. Most of all, such measures are necessary for restless babies, children with neurological disorders or severe colic. However, if the baby sleeps well and does not feel restless without a diaper, it is not necessary to wrap him up.
2. In a house where there is a baby, it should be as warm as possible
Actually not. Overheating is just as dangerous for a baby as hypothermia. Patronage nurses recommend keeping the temperature in the children’s room at 16–20 °C.
Seeing this figure, your baby’s grandmother will probably throw up her hands with the verdict: “They will freeze the child.” But, according to doctors, at this temperature, the child’s sleep improves. In addition, in the coolness, the nasal mucosa does not dry out and it is more comfortable for the baby to breathe.
3. Dip a nipple in something sweet to soothe a baby
Many grandmothers recommend dipping a nipple in something sweet to soothe a crying baby. In some countries, honey is recommended, in others – peanut butter and condensed milk. But pediatricians are categorically against such methods.
The foods listed are highly allergenic, and you never know how a newborn’s body will react to these additives. In addition, if the child has already started teething, sugar can cause tooth decay. And honey can also cause botulism.
Well, of course, in principle, giving a baby a pacifier has its pros and cons, so in this matter it is advisable not to deviate from the recommendations of pediatricians.
In the past, most mothers approached organizing a bed for a child in the same way as if they were creating a small copy of their bed. The wooden crib always had a miniature pillow and a tiny blanket.
However, pediatricians remind again and again: there should be nothing in the baby’s crib except a mattress and sheets – no pillows, no blankets, no toys, as all this increases the possibility of accidental asphyxia. If the room is too cold, it is better to dress the baby in warm pajamas, but do not cover him with a blanket.
At first glance, the advice seems quite logical: put the baby on his stomach so that he does not choke when he burps. But doctors have established that sleeping on the stomach is even more dangerous for babies than on the back, because:
this position can cause airway obstruction;
sleeping on the stomach causes dangerous pressure on the stomach and diaphragm;
this posture can lead to overheating.
Therefore, it is better to put the child on his back. But the head can be turned to the side.
6. The child should fall asleep in absolute silence
It can be quite difficult for an adult to fall asleep if some noise interferes: water drips from a tap or someone is talking in the room. But for newborns, noise sometimes even helps to sleep. There is only one condition: it must be uniform and not increase from the moment the baby falls asleep.
Newborns can sleep quite peacefully if their mother is talking on the phone nearby or if water is making noise behind the wall. Sometimes children even turn on “white noise” on purpose, because, firstly, they fall asleep faster under this monotonous buzz, and secondly, falling asleep at the noise, they will not wake up if you suddenly decide to vacuum in the hallway or wash the dishes in the kitchen.
7. You need to feed your baby according to the schedule
Not only grandmothers, but also some doctors recommend feeding newborns strictly according to the schedule. However, in reality, this approach to feeding exhausts the nerves of both mother and child. In addition, pediatricians do not see anything wrong with feeding the baby not by the clock, but on demand – not a single doctor will advise keeping the child hungry.
However, this does not apply to milk formulas, which are released immediately with the feeding schedule.
8. Complementary foods should be introduced as early as possible
Breastfed babies should definitely not be introduced to complementary foods at such an early age. According to WHO recommendations, the baby’s menu should be changed no earlier than he reaches the age of 6 months.
It seems that every family has a story about how a young mother once ran out of breast milk and a young father rushed to the village at a distance lands to buy fresh milk from an old woman who kept her cow or goat. Moreover, this is usually presented as a feat: after all, parents saved their children in this way from feeding on milk formula, which supposedly contains only chemistry.
But doctors see this not as a feat in the name of salvation, but simply another way to endanger the health of the newborn. After all, a balanced milk formula is great for feeding children who are not breastfed.
But animal milk is dangerous for several reasons:
It contains many minerals that the kidneys of a newborn cannot cope with.
In this case, there is not enough iron, which can result in iron deficiency anemia. Vitamin C is also lacking.
Proteins in animal milk can irritate the intestinal mucosa.
Animal milk may be allergic.
And besides, due to the unbalanced composition, such milk can accelerate the child’s weight gain.
Therefore, you can give your baby milk no earlier than he reaches the age of 1 year.
Despite the fact that the older generation is mistaken in some way, we should not forget that our grandmothers are a storehouse of useful information, invaluable experience and support. No need to rudely refuse their advice. Instead, try to argue your point, read medical articles together, or invite your grandmother to accompany you to a pediatric appointment.
And remember that they do not wish your child harm, but want to take care of him just like you do.
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Bright Side/Family/9 Grandmother’s Tips for Caring for Children Doctors Ask You to Forget
Basic Tips for Caring for a Newborn “Persona Childhood”
Specially for our readers, a pediatric neonatologist of the highest category, deputy chief physician for pediatrics at the Persona clinic, S. I. Kapustina, told several important rules for caring for newborns.
When caring for a newborn child, one must remember that his skin is very delicate, and various inflammations easily occur on it, and even slight friction can injure the skin.
A baby’s day should start with a morning toilet. First, it is recommended to drip into both nasal passages any preparation of sterile sea water, 1 drop or 1 injection. As you treat the eyes and skin, the contents of the nose will soften and be easier to remove. Eyes are treated with boiled water or freshly brewed tea using a cotton pad. Each eye is wiped with a separate disk from the outer corner to the inner. Face is washed with boiled water. Ears are cleaned with a Q-tip dipped in oil (Vaseline, Peach or Baby) from the outside only. A stick cannot be inserted into the ear canal, and it does not require cleaning. Nose is cleaned with cotton turundas, which are screwed into the nasal passage and then removed from there. In this case, the head must be held with the free hand, placing it under the back of the head.
After washing the face , all the folds of the body , knee and elbow bends, hands are processed with a cotton pad soaked in oil. Special attention should be paid to the treatment of the external genital organs. In boys, the foreskin is not retracted, and the skin around its opening is treated with oil. In girls, it is necessary to carefully process the fold between the large and small labia. This is also done with a cotton pad with oil.
During the day it is necessary to wash the baby after each stool with running water at a temperature of 37-38 degrees. Before placing your baby under running water, always check the temperature with your hand to prevent burns. For washing, use baby liquid soap. After washing, blot the skin with a diaper or soft towel and apply diaper cream, it will protect the baby’s skin from the irritating effects of urine and feces. You can use wet baby wipes between washes.
Bathing in the evening. Bathe the baby daily before feeding. The water in the bath should be 37-38 degrees (checked with a special thermometer). In the first 2 weeks of life, bathing is carried out in boiled water with the addition of a solution (by no means crystals) of potassium permanganate to a pale pink color of the water. 2-3 times a week when bathing, soap or bathing agent is used and the baby’s head is washed.
The child is immersed slowly in water and the skin and all the folds are washed with a hand or a soft mitt, after which shampoo is taken (no more than 1 tsp) and foamed on the head, then the soap is washed off the head from the jug, water is poured on the forehead (try not to get it on the face, it can scare the baby). In conclusion, the child is raised above the bath and doused from a jug. Gradually, the temperature of the water for pouring can become lower than the water in the bath. After bathing, the umbilical wound is treated with solutions of 3% hydrogen peroxide and an alcohol solution of brilliant green using cotton swabs. Next, skin folds and the nasal cavity are processed as described above.
Quite often, in the first weeks and months of a child’s life, parents are confused and do not understand how best to organize his life. At such moments, a competent, knowledgeable, experienced assistant is very necessary, who will tell you how to overcome the difficulties that have arisen and answer all questions. This assistant should be a pediatrician who observes the child from the very first days, who knows and loves him.
Therefore, in the children’s department of the Persona clinic, we tried to create the most comfortable conditions for mothers and babies. Before the birth of a child, future parents can get a lot of useful information from experienced doctors and specialists in the Happy Motherhood cycle at the School of Future Parents of the Persona Clinic.
However, a lot of questions arise when the baby is already born. In this situation, the doctors of the children’s department of the clinic “Persona” are always ready to help you. Patronage programs are compiled individually for each little patient. Thanks to this, the pediatrician and other doctors have the opportunity to pay maximum attention to the baby and his parents. The doctor will be constantly in touch with you, so at any time he will be able to answer all your questions related to nutrition, vaccination, treatment, hygiene of the child. An important advantage of patronage is also the fact that all examinations, examinations, vaccinations are carried out at home – in a familiar environment for the child.
The observation schedule for patronage programs fully complies with the state standard , but at the request of the parents, it can be adjusted so that specialists can examine the baby more often. There are several patronage programs that differ in organization and price, so that everyone can choose the option that suits them.
Description: Head Start and Early Head Start are federally funded comprehensive child development programs, provided at no cost to participants, which have served low-income children and their families for more than forty years. Head Start serves children from age three until they are kindergarten eligible. Early Head Start serves pregnant women, infants and toddlers up to age three.
Program and Licensing Details
License Number:
393605031
Capacity:
144
Enrolled in Subsidized Child Care Program:
No
Type of Care:
DAY CARE CENTER;
Initial License Issue Date:
Dec 17, 1999
District Office:
RIVER CITY REGIONAL OFFICE
District Office Phone:
(916) 263-5744 (Note: This is not the facility phone number. )
Location Map
Inspection/Report History
Kiddie Academy of Oviedo – Oviedo FL Child Care Facility
Where possible, ChildcareCenter provides inspection reports as a service to families. This information is deemed reliable,
but is not guaranteed. We encourage families to contact the daycare provider directly with any questions or concerns,
as the provider may have already addressed some or all issues. Reports can also be verified with your local daycare licensing office.
Type
Inspection Dates
Reports/Citations
Inspection
2022-03-11
FACILITY EVALUATION REPORT
Complaint
2022-01-10
COMPLAINT INVESTIGATION REPORT
Other
2020-02-13
FACILITY EVALUATION REPORT
Inspection
2020-01-30
FACILITY EVALUATION REPORT
Other
2019-11-04
FACILITY EVALUATION REPORT
Complaint
2018-01-19
COMPLAINT INVESTIGATION REPORT
Complaint
2017-10-25
COMPLAINT INVESTIGATION REPORT
Complaint
2017-08-10
COMPLAINT INVESTIGATION REPORT
Summary
01/30/2020, 03/11/2022
Type B Citation: 1;
*Type B citation is for a violation that, if not corrected, may become an immediate risk to the health, safety or personal rights of clients. Examples include faulty medical record keeping and lack of adequate staff training.
If you are a provider and you believe any information is incorrect, please contact us. We will research your concern and make corrections accordingly.
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TAM O’SHANTER EARLY CARE AND LEARNING CENTER
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How can a man go on parental leave? / News / DETSKYVOPROS.
RF
Source: Olga Ignatova, Rossiyskaya Gazeta – Nedelya No. 278(8332), photo: freepik.com
Most men still refuse to take parental leave instead of their wives. However, there are more fathers “on maternity leave”, it turned out during a survey conducted by the job search service “Superjob”.
27% of Russian men, according to surveys, are ready to take a vacation and look after their baby. Photo: kinopoisk.ru27% of Russian men, according to polls, are ready to take a vacation and sit with their baby. Photo: kinopoisk.ru27% of Russian men, according to polls, are ready to take a vacation and sit with their baby. Photo: kinopoisk.ru
Thus, 35% of working men who are married completely exclude the possibility of going on parental leave instead of their wife. 26% of men would rather not agree to such a vacation. Allows the possibility of going “on maternity leave” instead of a wife every seventh (12%). 27% of respondents say they are ready to sit with the baby.
At the same time, according to the Social Insurance Fund, more than 13,000 parental leaves are issued by men annually in Russia. And for women, for comparison, almost 700 thousand vacations.
Work will wait
Parental leave can be used in full or in parts not only by the mother, but also by the child’s father, grandmother, grandfather, other relative or guardian who actually cares for the child, Rossiyskaya Gazeta-Nedelya was told “in the Ministry of Labor. Like a woman, they can also be on such leave for three years.
For the period of parental leave, the employee retains his/her place of work (position). Childcare leave is counted towards the length of service, as well as the length of service in the specialty (with the exception of cases of early assignment of an old-age insurance pension).
Parental allowance will be paid until the child is 1.5 years old. The minimum allowance for caring for a child up to 1.5 years is 6,752 rubles per month. The maximum amount should not exceed 27,984 rubles (40% of wages).
Fathers on parental leave, like mothers, may work part-time, or part-time, or at home, while retaining the right to receive benefits and receive wages for the hours worked or for the amount of work performed (for home). The employer is obliged to provide an employee who has a child with unpaid leave (vacation at his own expense) for up to 5 calendar days.
Vacation – outside the plan
Also, an employee who has become a father has the right to take annual paid leave outside the vacation schedule. At the request of this employee, annual leave is granted to him during the period when his wife is on maternity leave, regardless of the time of his continuous work with this employer.
In addition to parental leave, mothers are also granted “maternity leave” – maternity leave. It lasts from 140 to 194 days, depending on the characteristics of pregnancy and childbirth. Naturally, only the expectant mother can take this vacation.
And the experience goes on…
When a person is on parental leave, contributions to the Pension Fund of the Russian Federation are paid for him. Thus, time spent on maternity leave is not considered lost for future retirement. First, the length of service increases. Secondly, points are added to the individual account of the future pensioner – 1.8 pension coefficients per year.
Expert’s opinion
According to Vice-Rector of the Financial University under the Government of the Russian Federation Alexander Safonov, in Russia, as a rule, men who earn less than their wives go on maternity leave. But this is a rare occurrence, because in our country, firstly, men are paid on average a third more. Secondly, men are more “sharpened” for building a career. Thirdly, we have a lot of “male” types of work. For example, a miner: his wife will not go to the mine instead of him.
How to apply for parental leave
To apply for parental leave, you must submit an application and a child’s birth certificate to your employer.
If the grandparents work, the same rules apply to them as to the mother of the baby. For the period of vacation, either of them for a period of one and a half years will be entitled to an allowance of 40 percent of the average income for the two years preceding the year before the vacation. To apply for benefits at the place of work, you must provide the following package of documents: application for leave, birth certificate of the child.
If the grandparents worked in another place during the two years preceding the vacation, you will need to provide a certificate of income received there.
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Pavel Basinsky: People will be able to agree only in the language of culture
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21. 09.2015 01:30
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Pavel Basinsky (writer)
In one of the poems The great Scottish poet Robert Burns tells how the farmer Tam O Shanter from the outskirts of the town of Eyre, after walking in a pub, returned home and on the way looked into the ruined church in the village of Alloway. There he saw a coven of evil spirits. Coffins were flung open, and skeletons with jingling shackles on their hands and feet came out of them. These were the corpses of executed robbers and parricides. Enticed by the beauty of the young witch, Tam called out to her. It shouldn’t have been done. The evil spirit followed him. The witch clung to the tail of his old mare Meg and was already approaching the rider. He was saved by the bridge over the Dun River, which he managed to cross, leaving the tail of a horse in the witch’s hand. Witches are known to be unable to cross flowing water.
The subject of this Burns poem is beautifully displayed in the Burns Museum in Alloway in the form of stone carved miniatures. I was there with a group of writers, philologists, translators, museum and library workers who gathered in the Scottish town of Moffat for a conference dedicated to L.N. Tolstoy – “Tolstoy’s Universe”. It is dedicated to the Year of Literature in Russia and is part of the program to promote the Russian language and literature.
The conference discusses the role of English and American literature in Tolstoy’s life, issues of ethics and aesthetics, the metaphor of space in his work, the writer’s “departure” from Yasnaya Polyana, the reasons for the worldwide popularity of the novel “Anna Karenina”, which was written exactly 140 years ago , the topic “Tolstoy and pacifism” and other issues.
There are also exhibitions “Tolstoy in the work of contemporary Russian artists: “War and Peace” by Alexander Melikhov. Graphics”; “Anna Karenina” by Yuri Kosagovsky. Painting” and “The Immortal Attractiveness of the Novel Anna Karenina”.
A cultural and educational program “Literary Landscapes of Scotland” has been prepared for the conference, which includes acquaintance with the work of famous literary museums and libraries: the National Museum and the National Library of Scotland, the Edinburgh Poetry Library, the Robert Burns House Museum, the Walter Scott House Museum . Forum organizers – All-Russian State Library for Foreign Literature named after M.I. Rudomino, Institute of Translation, L.N. Tolstoy “Yasnaya Polyana”, Scottish charitable organization Moffat Book Events, Consulate General of the Russian Federation in Edinburgh and the British Council.
Last year, a similar conference in Moffat was dedicated to the 200th anniversary of M.Yu. Lermontov. Perhaps (this was discussed today), next year the Russians and the Scots will discuss the problems of the life and work of F.M. Dostoevsky. There is a reason: it will be 150 years since the release of his novel Crime and Punishment.
There is always a good reason for a good deed. There would be its initiators and organizers. On the Russian side, the initiator and inspirer of the conferences in Moffat was the director of the VGBIL named after. M.I. Rudomino Ekaterina Yurievna Genieva. She passed away this summer. And, of course, she is constantly remembered at the conference, her presence here is almost physically palpable. From the Scottish side, the initiator of the Russian-Scottish meetings is Elizabeth Roberts, and the organizer is the current chairman of Moffat Book Events, Katherine Clemmens.
In general, it is an amazing thing when scientists and writers, museum workers and artists gather every year in a small Scottish town of two thousand inhabitants, surrounded by farms; when exhibits from Yasnaya Polyana and the works of illustrators of Anna Karenina are brought here, to this “woolen” paradise of Scotland. Why do the Scots need it? This is an empty question. They need it. They love Tolstoy. We love Burns, who, thanks to Marshak, became our second Yesenin.
But, having visited two cities associated with Burns, Alloway, where he was born, and Dumfries, where he died, I suddenly realized that it was worth comparing him not with Yesenin, but rather with Pushkin. Just as Pushkin created our literary language, so Burns created literary Scots. And he died three years before the birth of Pushkin, also leaving a large family, alas, in debt. Poetry can earn worldwide fame, but money – never.
But the fates of the brilliant Scottish novelist Walter Scott and the greatest novelist Tolstoy were absolutely opposite. Tolstoy, thanks to his worldwide popularity, could become very rich. And he had a beautiful estate, from which he left at the end of his life. Scott became, probably, the first millionaire writer in the whole world, earning this money on his historical novels. And he tried to create something similar to Yasnaya Polyana in the Abbotsford estate – a castle that would fully meet his literary and historical tastes. It is impossible to look at this miracle of architectural and park art without admiration, and it is generally impossible to imagine what a fairy tale it looked like at the beginning of the 19th century in the midst of the poor life of Scottish villages. But this tale ruined the writer, and he died, like Burns, also in debt, but, of course, of a different scale. Tolstoy was born four years before Scott’s death.
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Park Children’s time – reviews, photos, prices, telephone and address – For children – Moscow
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Description
Do you want your baby to acquire the skills, knowledge and skills necessary for life in a timely manner? Then you should pay attention to Children’s Time Park! Here, classes are aimed at improving thinking, expanding horizons, increasing self-confidence and familiarizing with society. Employees notice if a child shows a predisposition to a particular type of activity, and they always explain to parents how to develop it better.
Rating of the Park Children’s time – 3 points.
Address of the organization: Russia, Moscow, Ryazansky prospect, 2 k2 (it is more convenient to get from Nizhegorodskaya station). To get the necessary information, call +7 (985) 993-52-57 or visit kidstime. ru. The doors of the company are open Mon-Fri from 11:00 to 22:00; Sat-Sun from 10:00 to 22:00, lunch from 14:00 to 15:00.
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📍 What is the address of the Children’s Time Park?
Address of the institution: Russia, Moscow, Ryazansky prospect, 2 k2.
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The organization receives calls at +7 (985) 993-52-57.
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Business hours: Mon-Fri from 11:00 to 22:00; Sat-Sun from 10:00 to 22:00, lunch from 14:00 to 15:00.
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Children are the greatest miracle! Of course, this is still a big responsibility and hard work, but when the Internet is at hand, all difficulties are overcome much easier, and there is more time to rejoice and be surprised at the ease of children’s happiness.
All parents are periodically tormented by the question of what to do with their child? And buying a set of cars or small soldiers is not the best option, because they will certainly be scattered throughout the house, and at one fine moment the cars will turn into extreme videos for parents, and the soldiers will shoot exclusively at the heels that step on them. The best choice in this case is www.deti-online.com. On this resource you will find fairy tales, poems and fables of the classics of Russian literature, as well as entertaining children’s riddles and coloring books that you can download and print on your home printer. This is just a treasure for new parents!
If you have a computer genius and the main toys for him are a mouse and a keyboard, then you definitely need to show him the site www.igraemsa.ru. So you kill two birds with one stone: your child will play computer games and at the same time study. The portal has a lot of games for attention, memory and logic, not to mention puzzles and rebuses! The kid will be happy to play such games as “Connect by dots”, “Logic chain” and “Find differences”, and you will be calm for his free time.
The educational resource www.pochemu4ka.ru will help both children and their parents. For children, the site has materials on musical, artistic and even physical education development. And for young mothers, articles about breastfeeding, baby food and raising a child will be very helpful. There is also a forum for parents on the portal, where you can ask any question you are interested in or tell about your experience.
Act Early Texas! provides parents and early childhood professionals with information designed to answer the question, “Is this child’s development like other children of the same age?” including access to free developmental and autism-specific screenings.
CDC Learn the Signs. Act Early
Milestones matter! The Centers for Disease Control and Prevention (CDC) “Learn the Signs. Act Early.” program can help you learn the signs of healthy development, monitor your child’s early development, and take action when there is a concern.
Early Childhood Intervention (ECI)
ECI is a program for families with children birth to 36 months with developmental delays, disabilities or certain medical diagnoses that may impact development.
Early Childhood Intervention (ECI) Eligibility
This information page for families provides answers to frequently asked questions about ECI including eligibility requirements, how to connect with an ECI program, and what to expect from an early intervention visit. To be eligible for ECI, a child must:
Be from birth to 36 Months
Live in Texas
Have one of the following:
A developmental delay of 25% or greater in one or more areas of development
A qualifying medical diagnosis
A hearing or vision impairment
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Make a Referral
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Early Childhood Intervention (ECI) Resource Guide
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ECSE is a program for young children with disabilities ages 3 to 5. Children who meet eligibility criteria may receive services in a variety of settings such as a prekindergarten classroom, in the home, or in community settings such as Head Start and pre-school.
Early Childhood Special Education (ECSE) Eligibility (PDF)
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If you suspect your child has a special need, you will go through the ARD process to get him or her services. This guide will help you understand the process and your rights and responsibilities as a parent so you can fully participate in the decision-making process regarding your child’s education.
Child Find Information
Child Find is a continuous process of public awareness activities, screening and evaluation designed to locate, identify, and evaluate children with disabilities who are in need of Early Childhood Intervention (ECI) Programs (Part C) or Special Education and Related Services (Part B).
Early Childhood Technical Assistance (ECTA)
ECTA offers resources for families and child care programs who are seeking support and guidance to ensure the best, most positive incomes possible for children in their lives who have, or are at-risk for, developmental delays or disabilities across a variety of early childhood settings. Spanish guides are available.
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Texas Education Agency provides documents created as general resources for families on dyslexia, Individuals with Disabilities Education Act (IDEA), multi-tiered systems of support, and Section 504.
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SPEDTex Contact
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Harris County parents can soon apply to receive free child care
A Harris County free child care program is set to start, and advocates say it’s needed because child care centers across the state are in crisis.
HOUSTON, Texas (KTRK) — A Harris County free child care program is set to start in days, and advocates say it couldn’t come at a better time because the child care centers across the state are in crisis.
Sending your kid to child care is too much for some parents.
“If you want to go to a better place and a better area, it’s going to be $300 and up per child,” Paola Diaz explained.
Diaz said child care costs are why she’s at home spending summer days at the library instead of work.
“It keeps you from trying to work, or do other stuff around,” Diaz said. “It is hard.”
Harris County is looking to help. This month, an Early REACH program starts. The county is using $26 million in federal funds to cover child care costs. If you live in the county, have a kid under age four, and meet the income requirements, you could receive free child care.
“There are so many child care deserts around Harris County and we want to provide not only free child care, but high quality child care,” BakerRipley spokesperson Frederick Goodall said.
Advocates said this is a statewide problem. Texas Care for Children said a family of four spends nearly $20,000 a year in child care.
During the pandemic, the state spent millions on this issue. It’s funding that has dried up.
During this past session, advocates lawmakers didn’t do enough to fund child care.
“That funding would’ve supported the continuation of stabilization grants that the state launched during the pandemic that were critical to keeping programs open,” Texas Care for Children early learning policy director David Feigen said.
Advocates said it’s not only the cost of child care, but workers’ pay. On average, they make $11 an hour.
Without assistance, it could cause facilities to close. It’s a problem they say has already caused child care deserts, mainly in low-income communities.
“It means they have to find alternative arrangements for their kids and for some kids that means arrangements that are not high quality or children are stuck in front of a television screen rather than getting read to be a teacher and engaging with other kids,” Feigen explained.
Without work, parents aren’t spending money. The U.S. Chamber of Commerce said Texas loses $9 billion a year in revenue because of parents not working. That’s money that could go to infrastructure, teachers, and other state projects, which is why advocates say programs like the one the county will launch this month are important for us all.
For updates on this story, follow Nick Natario on Facebook, Twitter and Instagram.
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Many childminders are parents themselves and may also have their own children to care for.
As part of their registration, they must prove that they can support your child’s development.
Elsewhere in the UK, a nanny can choose to register with the relevant authority:
You’ll need to pay them a small fee and provide meals and a bedroom. 
This may be a good way to raise some parenting topics for discussion. 
The conviction that “I am someone who is paid attention to” becomes part of the infant or toddler’s identity.
Carollee Howes discovered that in family day care homes in which dangerous objects and fragile prized possessions had been removed from the area in which infants and toddlers played, caregivers smiled more, encouraged exploration, and gave fewer negative comments (“Don’t touch that!”) to infants and toddlers. In an infant/toddler center, a hammock invites a caregiver to cuddle one or two babies.
But too often in child care settings, feeding routines accommodate the kitchen rather than the child.
He picked some up, and a bigger boy came and grabbed them. Tim gave them up quickly and then turned and saw a smaller boy who had some. He pulled them away from him. The boy cried. Tim looked at the blocks. He couldn’t remember what he’d been going to do with them, so he threw them down. They made a very satisfying sound. He picked up several other toys nearby and threw them. Suddenly one of the women was there yelling at him and holding his arm very hard. She was saying lots of things to him, and now she said, “time out,” and scrunched him on a stool. He tried to get up but she wouldn’t let him. She waved a finger in his face. He thought about biting it. She went away. He didn’t like this place. He wanted his mother. He wanted to go home.
Ten minutes later, ‘Tim was on his horse. He wasn’t as wholly confident as 20 minutes before, but he could still ride, and Mindy was close by and always noticed when he looked at her.
He feels important. He feels heard and understood. He feels protected, and his primary caregiver helps him negotiate the difficult things with other children. He is learning to cooperate and to pay attention to what other children need and want. There is enough space, there are enough providers, just enough children, and abundant affection for everyone.
A child with a new caregiver has to work hard to get her messages across. The caregiver can only guess at what she wants. There is confusion and stress for both child and caregiver. If a child deals with change by acting out his frustration, this will have an impact on the entire group. With a caregiver who knows him, however, a child can express need less dramatically. The better somebody knows a child, the more subtle the cues are that will inform that person of what it is that the child needs.
With a change in caregivers, not only the child, but parents as well will grieve and have to build trust all over again.
The transition is flexible and centers around each child’s building a relationship with the next caregiver. The infant caregiver may move with the infants into the practicing toddler group, or, if the children are comfortable with the new caregiver, she may move back to receive a new group of infants. This same slow process, focusing on each child’s adjustment to a new environment, takes place throughout the age groups, including the movement of older toddlers (young threes) to the preschool program.
Child care should be in harmony with what goes on at home, following the form and style of what is familiar to the child.
Since babies’ rhythms are individual, this means that a caregiver can expect to be keeping an eye on one sleeping infant, watching another who is absorbed in her own play, and actively engaging a third. An intimate setting recognizes toddlers’ individual needs to explore, assert autonomy, and periodically reconnect with the secure base their caregiver provides. Nutritious snacks are available (often the focus of spontaneous socializing), potty training occurs as the individual child is ready, and ways are found for the toddler to re-visit her old crib if that is important.
We need to make it happen.
By this time, he was strong and about twice as heavy since birth. Together you have already gone through several developmental leaps, grown the first teeth (but this is not certain), and mastered new motor skills. Further more! And where further and what more – now we will tell. 
They are based on a large-scale study of the height and weight of almost 9,000 full-term boys and girls from around the world who were breastfed for at least 6 months and their mothers did not smoke. Unlike the old standards, the new norms allow parents to track the development of the child, taking into account his individual characteristics. 
9More than a dream
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Let the child crawl all over the floor in the room, ideally if the whole house becomes his play space. Before you let your baby crawl, make sure sockets are covered with plugs, wires and small objects are removed, hanging edges of the tablecloth are tucked up, and access to dangerous substances is closed. 
As a consequence of this new knowledge, a separation fear appears: the child understands that his mother can leave, and he will not catch up with her! Therefore, he becomes more restless and can “hang” in his arms for a long time. 
Draw the attention of the baby first to the box itself. Examine it, show the baby how it opens. Invite him to open the box himself. 
5–16 hours a day. Night sleep of them – 10-12 hours. Some children have three more daytime sleeps, while others are already switching to 2. Read more about the night and daytime sleep of a six-month-old baby in our service: “A child’s sleep month by month.” 
During the day and in the last hours of the evening, the daughter is cheerful and cheerful, communicates, explores the world, explores rattles. Why can this be so? What to do?” 
Of course, all children develop at a different pace, but there are general features of age that parents can focus on. 
At the age of six months, the baby already quite deftly acts with both hands during the game: he can take an object both on the right and on the left, shifts the toy from one handle to another. 
At the same time, the need for sleep at this age is from 12 to 15 hours a day. 
The pharmacy sells special gels for gums. If you still can’t cope with the pain, you can give your child paracetamol. 
org.
It’s funding that has dried up.
That’s money that could go to infrastructure, teachers, and other state projects, which is why advocates say programs like the one the county will launch this month are important for us all.
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What’s the average daycare cost per day? It costs $40 per day for parents to provide childcare full-time. It is critical to choose the best daycare center for your family based on what you are looking for. Do you have any questions about the hourly rate of a professional service provider? What is a daily cost? How much does it cost to run a business per week? What is the age range of the daycare? What are some special offers available at this restaurant? There are numerous daycare centers in Queens, New York. It is possible to select a provider who will meet your needs while also fitting your budget. These providers’ hours can also be extended or they can have weekday hours. Alternatively, you can select a provider who accepts children from a specific country or region. There is no reason why you should not be able to find a daycare center in Queens, New York, regardless of what you’re looking for.
This can vary depending on the type of daycare, the location, and the age of the child.
With rising child care costs, this can be a challenge. We’re here to help you navigate your way through learning how to pay for child care.
The following are 2022-2023 income eligibility guidelines for Erie County:
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For more information, contact Child Care Aware at 1-800-424-2246 or email them at 
Mostly they are women, but sometimes men take care of children. We have collected for you all the information about the nannies you can deal with in the States. 
S. Bureau of Educational and Cultural Affairs. If they work with toddlers under 2 years of age, they must have at least 200 hours of experience with children. The average salary of a home assistant is from $400 per month, plus the family provides them with housing and food. 
The nannies live with the wards in the same house or work with them every day, but go home for the night. 
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They come to you with one single question, which keeps getting extended into a question-answer session, irrespective of whether you are in the middle of something urgent or in the washroom. Most of the parents would have handled these little question banks at one time or another, wouldn’t they? Then you must be wondering why there is a need for parents to ask questions to kids. Or you might be like me, who wants to understand what’s going on in our child’s mind and hence find out different fun questions to ask the kids. Whatever may be the case, this blog discusses the importance of questions and kids. 
But for others, here is my argument, which I strongly believe:
Social or Get-to-Know Questions: 
So here are a few sample questions to ask them so that the kids can get talking.
Empathy:
It takes consistent time and effort from the parent’s side to make the kid understand that the parents are willing to spend time with them without any deviations. Also, they need to understand that we are trying to spend our quality time with them and not interrogating them. Only then would they start opening up.
..
Do you think animals talk to each other? 
If you could grow any plant in your yard, what would you grow? 
What makes some people smart? 
What makes you feel tense? 
But since you really want to know about his life outside the home, you can try to get him to talk with the following out-of-the-ordinary questions. We bring them to help all parents of schoolchildren, and at the end – instructions for use. 
Who is the best artist in your class and what interesting thing did he draw recently? 
What rule did you almost break today? Why didn’t you break it? 
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Daycare centers are staffed by qualified professionals who create a caring atmosphere that teach kids lessons fundamental to their well-being, and typically include activities such as playtime, meals, and learning opportunities designed to prepare young minds for the world ahead.
We see 8th grade graduates leave ICRS knowing how to “student” and they out-perform their peers in high school academically and socially. We were happy to send our child to kindergarten knowing the potential to be involved in service projects, outdoor education, and STEM programs that are available to him beyond the outstanding academic and religious curriculums.” ~Kiera W.
Promising Futures was the one I fell in love with. Mackenzie and staff set a standard of excellence. Their staff is remarkable, caring and loving. They don’t only care about the children but also their families as a whole. I would choose Promising Futures a thousand times over.” ~Raven B.
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She learned so much. It was such a wonderful place for my daughter. She was very Kindergarten ready by the end of Little Sprouts’ program. I highly recommend kids going to preschool here.” ~Heidi W.
Ms. Manhardt plays the guitar for her students and they sing the sweetest songs together. Her love for Christ is evident in her teaching and she makes learning so fun with her kind and nurturing spirit. I don’t know what we are going to do in the summer without her.” ~Heather
They create a positive work environment that encourages professional growth & continued education for our staff.
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They accommodate and are flexible to our needs, I will say 5 star! ~Sandra 
The teacher has been disciplined. The fact that the employees of the kindergarten, working on the first day on duty, were not familiar with the parents of the child is not a mitigating circumstance, ”the administration said. 
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This event was organized within the framework of the national project “Small and Medium Enterprises and Support for Individual Entrepreneurial Initiatives”. All interested self-employed and individual entrepreneurs could take part in it by submitting an application in several nominations. The winners were determined not only by the results of online voting, in which the participants scored more than 5,000 votes, but also by the results of evaluations by a professional jury, which… 
.. 
Details – in story REN TV . 
They covered it with a three-story mat. To be honest, I’m shocked that kindergarten teachers can express themselves like this. Let’s say Sidorova used in her vocabulary:” Eat, tattered goat”, “Like dead”, “Feet otor woo”, “I’ll beat you”, – said Svetlana Stenkina. 
Ask the child to point to the cup with the item. Did they find it? Great! Start from the beginning. If not, that’s great too! Keep going and offer lots of positive encouragement. You can also choose three different color cups, or bowls or other variable to help simplify the game.
Potato Head, lacing, etc.)
I feel this can be helpful for planning your activities and give you ideas. To begin, here is a breakdown of psychomotor development:
With the emergence of objective activity based on the assimilation of precisely those modes of action with an object that ensure its intended use, the child’s attitude to surrounding objects changes, the type of orientation in the objective world changes. Instead of the question: “what is this?” – when confronted with a new object, the child has a question: “what can be done with this?”. At the same time, this interest is expanding enormously. So, with a free choice of objects and toys, he seeks to get to know as many of them as possible, involving objects in his activity. In close connection with the development of objective actions, the child’s perception develops, since in the process of actions with objects, the child gets acquainted not only with the ways of using them, but also with their properties – shape, size, color, mass, material, etc. Children develop simple forms of visual-active thinking, the most primary generalizations, directly related to the selection of certain external and internal features of objects.
The transition to a more complete and comprehensive perception occurs in the child in connection with the mastery of objective activity, especially instrumental and correlative actions, during which he is forced to focus on different properties of objects (size, shape, color) and brings them into line according to a given attribute. 
Throughout the early years, speech becomes increasingly important for the entire mental development of the child. It becomes the most important means of transferring social experience to the child. Naturally, adults, guiding the perception of the child, actively use the name of the properties of objects. The emergence of speech is closely related to the activity of communication, it appears for the purposes of communication and develops in its context. The need for communication is formed with the active influence of an adult on a child. A change in the forms of communication also occurs with the initiative influence of an adult on a child. Thus, in early childhood one can note the rapid development of the following mental spheres: communication, speech, cognitive (perception, thinking), motor and emotional-volitional spheres. 
For others, it is more related to the practical activity of the child. Of course, this difference is primarily due to upbringing. 
The child is only trying to establish relationships between representations. During this period, the foundations of the aesthetic perception of the world are laid. Ways of sensory cognition are being actively formed, sensations and perceptions are being improved. The object of knowledge is not only objects, their actions, but also the signs of objects (color, shape, size, physical qualities). This knowledge helps children to compare objects and phenomena according to one attribute or property and to establish relationships of similarity – identities and differences, to carry out classification. 
You should select objects that are contrasting in one of the signs, but similar in others (for example, balls, cubes of the same color, but different in size). The variety of objects and their properties attracts the attention of children, and the emphasized difference and similarity of features deepens and refines perception. During the wakefulness of children, didactic toys should be placed on tables so that one type of didactic game is placed on each of them. It is important to ensure that small groups play at the tables – 2-3 children each, while each of them should be given a similar set of didactic toys. The inability of children of this age to play together and an increased interest in novelty can lead to conflicts if the game situation is not thought out by the teacher. When organizing the subject activities of children, it is necessary to ensure that each type of didactic aid is used by the child for its intended purpose; if he does not have the ability to act with a toy, the teacher teaches him using the method of passive movements.
In order to avoid fatigue of children who play with the same toy for a long time and perform the same learned actions, they should be switched to activities with other toys. Teaching new actions, their complication, switching to other types of activities are the main points of organizing the subject activity of children by the educator. 
When breastfeeding, you need to talk about food, when dressing, name parts of the body, clothes. It is important that everything that is talked about with the child is supported by his feelings, perceptions, and actions. :max_bytes(150000):strip_icc()/2795740-article-erik-eriksons-stages-of-psychosocial-development-5ac3df9e875db90037ffa803.png)
A child is born with an innate cognitive orientation, which helps him adapt to new living conditions. Quite quickly, the cognitive orientation turns into cognitive activity – a state of internal readiness for cognitive activity. It manifests itself in search actions aimed at obtaining new impressions about the world around. With the growth and development of the child, his cognitive activity tends more and more to cognitive activity. In cognitive activity, cognitive interests develop and form. 
Communication at this age takes the form of organizing objective activity. In other words, it occurs at the moment of explaining the correctness of the use of one or another object. Communication develops intensively and becomes verbal, because mastering objects using only emotional coloring cannot be effective. 
This is how a child learns to divide objects into classes: dolls, cars, balls, spoons, etc. 
This is expressed in the emergence of the ability to generalize, to transfer the experience gained from the initial conditions to new ones, to establish a connection between objects through experimentation, memorizing them and using them in solving problems. A one and a half year old child can predict and indicate the direction of movement of an object, the location of a familiar object, overcome obstacles on the way to achieving the desired goal. And after a year and a half there is a reaction of choosing an object according to the most striking and simple features: shape and color. 
5-4 years. At first, the child can abstract and highlight the shape and color, therefore, when grouping objects, he first of all pays attention to the size and color of the object. At the age of about two years, he identifies objects based on essential and non-essential features. At 2.5 years old, the child distinguishes objects according to essential features: color, shape, size. 
But a child between the ages of 2.5 and 3 years cannot follow the instructions of adults, especially when it is necessary to choose one action from several; he will be able to make this choice only closer to 4 years. 
The child first learns to listen to speech correctly, and then to speak correctly. 
The reason for attachment may lie in the fact that adults satisfy the basic needs of the child, reduce their anxiety, provide a safe environment for existence and active study of the surrounding reality, form the basis for normal relationships with people at a more mature age. 
We love Top Hat and so does she. It’s a clean and safe environment, the teachers are friendly and always greet her with a smile, and the administration does a good job of communicating with parents. We have been very happy with our choice of daycare!
She always saw the innocence in our son and knew that every child learns in his/her own way. Ever since she left we lost our son’s biggest advocate.
All of our Lead Teachers and Director are Credentialed by the Maryland State Department of Education (MSDE)
Patronage nurses recommend keeping the temperature in the children’s room at 16–20 °C. 
But doctors have established that sleeping on the stomach is even more dangerous for babies than on the back, because: 
Sometimes children even turn on “white noise” on purpose, because, firstly, they fall asleep faster under this monotonous buzz, and secondly, falling asleep at the noise, they will not wake up if you suddenly decide to vacuum in the hallway or wash the dishes in the kitchen. 
But doctors would not give such advice. 
Face is washed with boiled water. Ears are cleaned with a Q-tip dipped in oil (Vaseline, Peach or Baby) from the outside only. A stick cannot be inserted into the ear canal, and it does not require cleaning. Nose is cleaned with cotton turundas, which are screwed into the nasal passage and then removed from there. In this case, the head must be held with the free hand, placing it under the back of the head.
Before placing your baby under running water, always check the temperature with your hand to prevent burns. For washing, use baby liquid soap. After washing, blot the skin with a diaper or soft towel and apply diaper cream, it will protect the baby’s skin from the irritating effects of urine and feces. You can use wet baby wipes between washes.
In conclusion, the child is raised above the bath and doused from a jug. Gradually, the temperature of the water for pouring can become lower than the water in the bath. After bathing, the umbilical wound is treated with solutions of 3% hydrogen peroxide and an alcohol solution of brilliant green using cotton swabs. Next, skin folds and the nasal cavity are processed as described above.
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The maximum amount should not exceed 27,984 rubles (40% of wages). 
09.2015 01:30 
I was there with a group of writers, philologists, translators, museum and library workers who gathered in the Scottish town of Moffat for a conference dedicated to L.N. Tolstoy – “Tolstoy’s Universe”. It is dedicated to the Year of Literature in Russia and is part of the program to promote the Russian language and literature. 
Forum organizers – All-Russian State Library for Foreign Literature named after M.I. Rudomino, Institute of Translation, L.N. Tolstoy “Yasnaya Polyana”, Scottish charitable organization Moffat Book Events, Consulate General of the Russian Federation in Edinburgh and the British Council. 
From the Scottish side, the initiator of the Russian-Scottish meetings is Elizabeth Roberts, and the organizer is the current chairman of Moffat Book Events, Katherine Clemmens. 
Poetry can earn worldwide fame, but money – never. 
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We were quite anxious in selecting a day care for our nearly one year old daughter, but as soon as we met the owner,”
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